Giáo Án English Discovery 1-2

Ss’ book, recording, computer, stereo, (projector), poster, picture cards .... Procedures.[r]

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WEEK 3

Date of preparing: 22 /9/2020 Date of teaching: 1C: 23/9/2020 1A, 1B: 24/9/2020

Period 01:

WELCOME Lesson 1: Part 1-2 I Objectives:

By the end of this unit pupils Can say some common colours and can say some common greetings

II Languages focus

- Vocabulary: blue, green, red, yellow - Sentence patterns:

Hello, I’m (name). III Teaching aids

Ss’ book, recording, computer, stereo, (projector), poster, picture cards IV Procedures

Steps Learning activities Language focus Modes

Warm-up - Say Hello, I’m (name) Ask pupils, What’s your name? Hello, I’m (name).

- Go around the class and ask pupils to introduce themselves Create a rhythmic chant with clapping Hello, I’m (name) (clap, clap, clap).

Individua Individual

1 Listen and sing Then point and say.

- Ask questions (in L1) about the main illustration and encourage pupils to talk about who they think the characters are, where they are and what they are doing Explain that the characters all live together on a special island called Family Island and that they are out exploring

- Tell pupils the five characters are called (from left to right) Harry, Beth, Waldo (the dragon), Cody and Aunt Fifi Point to the characters, say the names and pupils repeat Explain that Harry and Beth are brother and sister and the other two are their friends There is also Aunt Fifi

- Play the audio Pupils listen and

Audio script CD1, Track 02, CD1, Track 03 Harry: Hello, I’m Harry Beth, Cody, Waldo: Hello Harry

Beth: Hello, I’m Beth Harry, Cody, Waldo: Hello Beth

Cody: Hello, I’m Cody Beth, Harry, Waldo: Hello Cody

Waldo: Hello,

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point to each character

- Play the audio again Pupils listen again and join in

- If pupils feel confident, use the karaoke version of the song Pupils can use their own names

- Teach the colours red, yellow and blue by pointing to the flowers in the main scene Point to Waldo and teach green Reinforce the colours using objects in the classroom, e.g coloured pens

I’m Waldo Harry, Beth, Cody: Hello Waldo

2 Listen and find Then point and say.

- Play the audio Ask pupils to listen to the audio and point to the flowers in the pictures

- Ask pupils to work in pairs One says the name of a character e.g Beth and their partner says the colour of the flowers the character is holding, e.g blue

CD1, Track 04 Look at the flowers!

Blue… green… red… yellow!

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Home-link.

- As pupils are leaving the class, say, Hello, I’m (your name) Encourage each pupil to say, Hello, I’m (their name). Answer, Hello, (their name)

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*Evaluation:……… ……

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Date of preparing: 22 /9/2020 Date of teaching: 1C: 23/9/2020 1A, 1B: 24/9/2020

Period 2

WELCOME Lesson 2: Part 3,4. I Objectives

- By the end of this unit pupils can say numbers 1–5 II Languages focus

- Vocabulary: one, two, three, four, five Revise: blue, green, red, yellow - Sentence patterns: Review

III Teaching aids

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IV Procedures

Warm-up - Remind pupils of the characters’ names and play the song from Lesson (CD1:02)

- Divide pupils into two teams Say, Red One member from each team finds something red in the classroom

Repeat with other colours

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Presentatio n

- Teach numbers 1–5 using your fingers Count to five

Pupils join in when ready and count on their own fingers - Write the numbers in order on the board Point to each, say the number and pupils repeat Now point to the numbers in mixed order and pupils say the number

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Wh-class Individual 3 Listen

and chant.

- Ask pupils to look at the numbers

- Play the audio Pupils listen and point to the numbers as they hear them

- Play the chant again and ask pupils to chant along

CD1, Track 05 One Two Three Four Five.

One, two, three, four, five!

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and sing Then find and stick.

- Draw pupils’ attention to the package on the station platform Ask them (in L1) what they think it is and what might be inside it Tell them that the characters are on a Quest to find the items on the package They will find an item in each unit of the Pupils’ Book - Explain that Harry and his friends are singing a song about their quest

- Play the audio and ask pupils to listen for the Quest item of the Welcome Unit (a balloon)

- Pupils then look at the Welcome spread to find the Quest item (the balloon on page 2)

- They find the sticker at the back

CD1, Track 06 Come with us, come on a quest, Come on a quest today. Come with us, come on a quest, Look for a balloon today. A balloon, a balloon, Look for a balloon today.

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of their books and stick it into the correct place

- Play the audio again and ask pupils to sing the Quest song

Individual Wh-class Home-link. - When you come back home

Please tell to your mother or farther or your friends about what did you say or what you did at shool

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*Evaluation:………. ………

WEEK 4

Date of preparing: 29/9/2020 Date of teaching: 1A, B, C: 30/9/2020;

Period 3

UNIT 1: HAPPY BIRTHDAY Lesson 1: Part 1,2,3. I Objectives

- By the end of this unit, pupils can name more colours II Languages focus

- Vocabulary: black, brown, grey, orange, pink, purple, white Revise blue, green, red, yellow

- Sentence patterns:

What colour is it? - Is it (pink)? III Teaching aids

Warm-up - Play the song from the Welcome unit (CD1:02) Pupils listen and sing

- Revise red, green, yellow and blue by pointing to various objects and asking, What colour is it?

Wh-class Individual 1 What

do you know?

- Look at the main scene Ask, What are we learning today? Write the lesson objective on the board or look at it on the screen: We’re learning words for colours.

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- If using books, close them Ask pupils what English words they know for colours, e.g red, blue Write them on the board

- Introduce pupils to the learning adventure poster Use this poster with pupils to help them indicate how confident they feel about the lesson objectives to show you who may need more help See page in the Introduction for how you use this with your classes

- Refer to the learning adventure and say, Great! You are already moving along your learning adventure!

Presentation

- Present the new vocabulary with Flashcards 01–11 Show the cards in turn, say the words and pupils repeat Stick the flashcards on the board as you say each word

- Now say the words again and pupils find the colours in the classroom

- Indicate the flashcards on the board and say, Colours Have a short discussion (in L1) about the colours pupils like

- Write the colour words on the board and invite pupils to stick the flashcards next to the correct word - Focus on the title of the unit, My birthday Explain (in L1) the meaning of the word birthday - Focus on the scene Ask pupils to guess whose birthday it might be Introduce Harry and Beth’s aunt,

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Wh-class 2 Listen

and find.

- Play the audio and ask pupils to listen first

- Ask pupils (in L1) whose birthday it is (It’s Beth’s.)

- Play the audio again Pupils listen and point to the flags in the main illustration when they hear the new

CD1, Track 07 Beth: Hello, my name’s Beth It’s my

birthday! Look at theflags! Pink, purple,

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colour words

- Check the activity by pointing to each flag and asking, What colour is it? Is it (pink)? Teach the words yes and no so that pupils can answer

orange, brown, black, white and grey!

Harry and Cody: Happy Birthday, Beth! Waldo:

Mmmm! Happy Birthday, Beth. Beth: Thank you!

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3 Listen and say.

- Play the audio Pupils listen and point to the flags

- Play the audio again Pupils listen, point to the flags and repeat the words

Game

- Pupils play a game in pairs One pupil turns away while his/ her partner covers up one colour with a coin or a small piece of paper His/Her partner has to say which colour is covered up Pupils take turns to cover up more colours each time to make it more difficult

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PW PW

Home-link.

- When you come back home Please tell to your mother or farther or your friends about what did you say or what you did at shool

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*Evaluation:……… … ……… Date of preparing: 30/9/2020 Date of teaching: 1A, 1B, 1C; 01/10/2020

Period 4

UNIT 1: HAPPY BIRTHDAY Lesson 2: 4,5,6

I Objectives

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- Vocabulary: six, seven, eight, nine, ten Revise Numbers 1–5 - Sentence patterns:

How many cakes? III Teaching aids

Warm-up - Use Flashcards 01–11 to revise the colours Show the red

flashcard and say, Red Now show the blue flashcard and say, Green Pupils clap when you say the correct colour and stamp their feet when you make a mistake

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Presentatio n

- Revise numbers 1–5 by showing different numbers of fingers or objects in the classroom, e.g pencils or books Ask, How many? - Teach numbers 6–10 with homemade number flashcards Stick the cards on the board in a row Point to each in turn, say the number and clap the appropriate number of beats Pupils repeat - Hold up five fingers and ask, How many? Now say, Six Pupils show the correct number of fingers Repeat with other numbers

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4 Listen and chant.

- Ask pupils to look at Activity in their Pupil's Books

- Draw a cupcake and say, It’s a cake Draw several more and ask, How many? Continue until you have drawn 10 cakes

- Play the audio Pupils find and count the cakes in the main illustration as they listen - Ask pupils how many cakes they found (ten) If necessary, explain that there are eight cakes on the plate and that Waldo is holding two cakes

- Play the audio again Pause after each line to give pupils time to

AUDIOSCRIP T (CD1:09) How many cakes?

One, two, three, four, five, six, seven, eight, nine, ten Now count again. One, two, three, four, five, six, seven, eight, nine, ten Now count again. One, two, three, four, five, six,

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repeat the words

- Play the chant again and ask pupils to chant along

seven, eight,

nine, ten. Individual 6 Listen

and sing Then stick.

- Ask pupils (in L1) to remember the Quest items from the

Welcome Unit, which the

characters have to find Ask them to guess which item could be found here

- Play the Quest song Pupils listen for the Quest item - Pupils then look at the main scene to find the Quest item (the cake)

- Ask pupils to find the stickers at the back of their books They find the sticker of the cake and stick it into the correct place on page 5, over the grey cake on the table - Ask, What colour is the cake? (pink)

- Play the audio again and ask pupils to sing the Quest song

AUDIO SCRIPT – (CD1:11) Come with us, come on a quest. Come on a quest today!

Come with us, come on a quest. Look for a cake today.

A balloon and a cake! Look for a cake today.

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Home-link. - When you come back home Please tell to your mother or farther or your friends about what did you say or what you did at shool

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*Evaluation:

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WEEK 5

Date of preparing: 08/10/2020 Date of teaching: 1A, 1B, 1C; 09/10/2020

Period 5

UNIT 1: HAPPY BIRTHDAY Lesson 3: 5,6,7

I Objectives

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II Languages focus Clap, jump, stamp

It’s my birthday I’m (six) today! Sentence patterns:

How old are you? III Teaching aids

Steps Learning activities Language

focus

Modes Warm-up - Play the chant from Lesson

(CD1:09) Pupils listen and chant along

- Write the number 1-10 in random order on the board Divide pupils into two teams Ask a pupil from each team come to the front and explain that when they hear your call out a number, they should touch that card as quick as they can The pupil who touches the card first score a point for his or her team

- Draw a cake on the board next to a simple drawing of a child Draw candles on the cake Point to the child and say, It’s my birthday Count the candles and say, I’m five Write these sentences in speech bubble if you wish

- Ask several pupils, How old are you? Elicit e.g I’m (six)

- Have pupils look at the screen and ask, What are we learning today? - Write the lesson objectives on the board: We're learning action words and saying how old we are

- Ask pupils what English words they can remember for numbers, e.g one, two Write them on the board

- Refer to the learning adventure

AUDIO SCRIPT – (CD1:09) How many cakes? One, two, three, four, five, six, seven, eight, nine, ten. Now count again. One, two, three, four, five, six, seven, eight, nine, ten. Now count again. One, two, three, four, five, six, seven, eight, nine, ten.

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poster and say, Great! You are moving along your learning adventure!

5 Look and say.

- Write and then read out the words on the board and ask the students to repeat after you

- Teach jump, clap and stamp by pointing to the word on the screen and then miming the actions - Also teach a mime to Hip, hip, hurray, e.g waving hands in the air - Pupils play a game in pairs One pupil calls out an action then a number from to 10, e.g Jump Ten His or her partner does the action that specific number of times

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6 Listen and find.

- Get them to look at the scene and explain (L1) that the children in the picture are all having a birthday party Ask questions about the picture Point to the candles on the cake and ask, How many? (Seven.) Point to a balloon and ask, What colour is it? Pupils answer, e.g It's (blue)

- Play the audio Pupils listen and point to each child as they hear him/her mentioned in the song - Play the audio again and ask pupils to join in with the words

- If the pupils feel confident, use Karaoke version of the song on the Audio CD Pupils can sing new verses with the ages and actions of their choice

Audio script It's my

birthday.

Hip hiphurray! HappyBirthday ! Clap,

clap,clap. I'm six today! It's mybirthday. Hip hip hurray! HappyBirthday ! Stamp, stamp, stamp.

I'm seventoday! It's mybirthday. Hip hip hurray! HappyBirthday ! Jump, jump, jump.

I'm eight today! HappyBirthday !

HappyBirthday !

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7 Find and draw

Answer key: 1 six candles

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Then say. - Pupils find the children in the main illustration and find the clues to how old they are Pupils then draw the number of candles on their birthday cake and say, e.g for picture 1, I'm (six.)

- Check the activity by pointing to the various pictures and asking, How old are you? Pupils answer, I'm (six) - Invite several pupils to the board and ask, How old are you? (I'm seven.)

eight candles seven candles

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Home-link.

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*Evaluation:

……… ………

Date of preparing: 09/10/2020 Date of teaching: 1A,B,C; 10/10/2020

Period 6

UNIT 1: MY BIRTHDAY Lesson 4: Part 8,9. I Objectives

- By the end of this unit, pupils can describe colours and talk about how old I am can say the sounds /b/ and /p/

- Vocabulary: Balloon, bee, panda - Sentence patterns: + It’s (blue)

+I’m (six)

+Numbers, colours, actions III Teaching aids

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Steps Learning activities Language focus Modes Warm-up - Start the lesson by singing the

song from lesson (CD1:12) and doing the actions to revise clap, stamp and jump

- Point to the objects in the

classroom, e.g chair, table… Ask, What colour is it? Say, It’s red Have pupils point to items in the classroom and tell their partner

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8 Colour and say.

- Focus on the picture Ask, How many balloons? (Four.) Tell pupils to colour the balloons whichever colour they like and to write a number on the girl's party badge to indicate how old she is

- Pupils then compare with a partner, pointing to the balloons and saying, It's (yellow)

and I'm (six) about the girl's age - Remind pupils of the words purple and pink by pointing to the colour of the book or finding objects of these colours in the classroom

- Ask pupils whichs sound they hear in both words Say /p/ sound and ask pupils to repeat

- Do the same with /b/ black, blue

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- Play the audio Pause after the first three lines Ask pupils which sound they can hear /b/ and /p) Play the first three line again and pupils repeat

- Introduce the two mascots by pointing and saying This is Buzzy Bee This is Polly Panda

- Ask pupils which colours they can see beginning with /b/ sound (black, blue and brown) And ask which colours they can see

beginning with /p/ sound (purple and pink)

AUDIO SCRIPT: b b p p b, b, b p, p, p

b, p, b, p, b, p Buzzy Bee, Buzzy Bee, black, blue, brown, Buzzy Bee!

Polly Panda, Polly Panda, purple, pink, Polly Panda!

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- Focus on the letter next to each character Indicate the panda and say, e.g Look, a panda!

- Play the audio again and have pupils repeat after each line

Individual

10 Trace Then listen and colour.

- Ask pupils to look at Activity in their Activity Books

- Pupils trace the letters b and p - Play the audio Pupils listen and colour the spaces on Buzzy Bee's and Polly Panda's paint palettes as instructed

- Pupils trace the words

- Pupils read the words and colour the circles They can write and colour the final square in any of the five colours

key:

b = blue, black, brown

p = pink, purple AUDIO SCRIPT – (CD1:16)

Buzzy Bee Blue. Polly Panda Pink Buzzy Bee. Black Polly Panda Purple Buzzy Bee Brown.

Activity answer

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Pop quiz - Ask pupils to stand up if you say a word with the /b/ sound and sit down for a word with the /p/ sound Say the words from the audio If pupils are standing when they should be sitting or vice versa, they could continue with their hands on their heads The winner is the last pupil without hands on his or her head

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*Evaluation:

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WEEK 6 Date of teaching: 1A, 1B, 1C; 21/10/2020 Period 7

- By the end of this unit, pupils can understand the simple stories and can act out the stories

- Vocabulary: Colours, Numbers 1-10 - Sentence patterns: Review

Warm-up - Play the song from the Welcome Unit

- Look back at Pupil's Book pages and to remind pupils of the characters and their names - Play the song again and have pupils sing along

- Write the lesson objectives on the board: We're listening to a story and acting it out

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10 Listen to the story Read

- Ask pupils to look at Activity 10 in their Pupil's Books

- Direct pupils' attention to the story and ask questions about the characters and each scene, e.g Who's this? What's this? What colour is it? How many cakes?, etc.

- Ask pupils to predict what will happen in the story

- Play the audio Ask pupils to listen to the story and follow along in their books

- Check pupils' understanding of the story by asking questions and pointing to the pictures

- After pupils have a clear

Audio script 1 Man 1: Good! One blue ball for you! Harry: Thank you! 2 Woman: One, two, three Three yellow ducks for you.

Beth: Thank you. 3 Man 2: One, two Two purple balloons for you. Cody: Thank you

4 Harry: Brown for me Beth:

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understanding of the story, play the audio again Pause after each frame and encourage pupils to repeat the words and phrases aloud to the audio

White for me. Cody: And black for me Whee! 5 All: Waldo? 6 Waldo: One, two, three, four, five! Five cakes for me! Yum! Beth: Oh,Waldo!

PW

11 Act out the story.

- Invite a group of pupil

volunteers to act out the roles Say the lines while the pupils act out the story and then ask pupils to repeat them after you

- Encourage pupils to say the lines from memory You may wish to use props for the roleplay

- Divide pupils into groups of seven (Pick and mix) Give groups time to practise their roleplay - Read the lines again and ask pupils to speak along Ask other groups of pupils to come to the front to act out the story

- You might like to give the pupils feedback on their roleplay

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GW Listen and

circle Then colour.

- Play the audio Pupils listen and circle the correct pictures

- They then listen again for the colour and colour the pictures according to the audio

Answer key:

1 b, green balloons; b, yellow ducks; a, brown ball

Audio script 1 Mmm, two green balloons for Cody.

2 Three yellow ducks for Beth. 3 One brown ball for Harry.

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*Evaluation:

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……… ……… Date of preparing: 21/10/2020 Date of teaching: 1A, 1B, 1C; 23/10/2020

Period 8

- By the end of this unit, pupils can describe the colours of common animals and plants

- Vocabulary: bird, butterfly, fish, flower, leaf - Sentence patterns:

+ It’s a (bird) + It’s brown

+ It’s a (brown bird) III Teaching aids

Warm-up - Ask pupils (in L1) to close their eyes and imagine they are in: a desert, a coral reef, a beautiful garden, a forest, etc Ask, What colour you see? Show pupils photos of these environment for support

- Have pupils look at the book and ask, What are we learning today? Write the lesson objective on the board: We're learning about the colours of animals and plants

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12 Listen and point Then say.

- Point to the photos and ask pupils to identify the animals, then their colours Ask, What is it? What colour is it? Say, It's a (fish) It's (orange) Ask pupils to point to the correct photo

- Play the audio Pupils listen and

Audio script 1 It's a bird It's brown A brown bird It's a fish It's orange. An orange fish 3 It's a flower It's pink A pink flower It's a leaf It's green A green leaf. 5 It's a butterfly.

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point to the photos as they hear them being described

- Pupils work in pairs One pupil says, It's (blue) His/her partner points to and says the object, e.g A (butterfly)

It's blue A blue butterfly.

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Complete the

pictures Then say.

- Pupils finish each picture following the dotted lines - They then colour the pictures - In pairs, pupils talk about their pictures

Key: 1 yellow 2 orange 3 brown 4 pink 5 green

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PW Wh-class Project:

Make a poster.

- Tell pupils they are going to make a poster about animals and plants They can use the photos they brought to class or they can draw their own pictures Give pupils some drawing time if necessary

- Give each pupil a large sheet of paper Pupils stick their photos or drawings onto the paper to make a poster They can write word labels and stick them onto their poster if they wish

- Ask pupils to describe their posters to the class, e.g It's a (butterfly) It's (purple) The

posters can then be displayed in the classroom

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*Evaluation:

……… ……… ……… Date of preparing: 26/10/2020 Date of teaching: 1A, B, C; 28/10/2020

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- By the end of this unit, pupils can assess what I have learnt in Unit II Languages focus

- Vocabulary: Colours, numbers - Sentence patterns:

- What’s this? - What colour is it? - How many?

Warm-up - Show the picture and take the class through the colours quickly - Tell the class to remember the colours and show the next picture Indicate the missing item and ask if anyone can remember what colour it was (It's orange.) Continue through the picture as a whole class activity

- Ask pupils if they can remember the things they have been learning in this unit, e.g How many colour words you know now? Put their ideas on the board

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14 Trace and stick Then say.

- Indicate the balloons and ask, How many? (seven) Ask pupils (in L1) what colour they think the balloons might be

- Pupils trace the colour words next to each balloon and say them - Ask pupils to find the stickers of the balloons at the back of their books They stick the stickers in place They then work in pairs, pointing and saying, e.g

It's(pink).

- Pupils stick the star sticker in place if they feel they have learnt

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the unit vocabulary successfully 15 Listen

and tick Say.

- Point to the pictures and ask, What's this? What colour is it? How many? Encourage pupils to answer in full sentences, e.g It's a (leaf) It's (green) (One).

- Play the audio Pupils listen and point to the pictures

- Play the audio again and ask pupils to tick the correct picture - To check the answers, ask pupils to describe the pictures they have ticked, e.g One green leaf

- Pupils stick the star sticker in place if they feel they have done this activity successfully

Answer key: 1 a b a b Audio script: 1 It's a green leaf.

2 It's a white bird.

3 One, two Two yellow

butterflies. 4 One, two, three Three purple fish.

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Individual Game:

Complete the word.

- Ask pupils to look at the board Do the first question together as a class Pupils look at the picture and the word Then pupils work out the missing letter to complete the word (pink)

- Put pupils into pairs and click through the questions Review the questions as a class, and ask for volunteers to come to the board to complete the words

Answer key: 1 pink six nine grey

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*Evaluation:

Period 10

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- By the end of this unit, pupils can use what I have learned in Unit II Languages focus

- Vocabulary: Review (Colours, numbers 1-10) - Sentence patterns: Review

Warm-up - Write numbers from 1-10 on small pieces of paper and hand them out to the class Explain (in L1) that these represent an age Ask various pupils, How old are you? I’m (five).

- Tell pupils to use the same

numbers as in the previous activity Call out numbers and say an

action, e.g Number 2, clap! Pupil holding that number should the correct action Say two or three numbers at the once to make the game more interesting

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16 Find and count. Then write.

- Ask pupils to look at the objects under the main picture and say what they can see, e.g a cake, a yellow flower.

- Ask pupils to find and count them in the scene They write the

number next to each object

- They then check their answers in pairs

Answer key: 1 10

2 9 3 6 4 6 5 8 6 5

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PW 17 Colour

and say.

- Ask pupils to look at Activity 17 in their Pupil’s Book

- Pupils colour each group of objects whichever colour they like - They then work in pairs

comparing their pictures as they describe them,

e.g Two (yellow) balloons.

Five (pink) cakes Six (grey) balls.

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PW

What I Know

- Tell pupils that for homework they will check and review what

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they learnt in the unit

- What I Know: Pupils look at each picture and if they can remember the word for it, they can drag it into

the I know box If not, they should drag it into the I don't know box - Let's Review: Pupils revise some key vocabulary from the unit using the flashcards They should try to remember the word for each card, then click on it to see the answer - Having reviewed the words, pupils repeat the What I Know activity and see how many more words they can remember this time You could suggest that they look back at the unit and revise the vocabulary until they can drag all the pictures into the I know box

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*Evaluation:

……… ……… ……… Date of preparing: 02/11/2020 Date of teaching: 1A, 1B, 1C; 04/11/2020

Period 11

UNIT 2: AT SCHOOL Lesson 1: Part 1,2,3. I Objectives

- By the end of this unit, pupils can talk about classroom objects II Languages focus

Vocabulary: Book, chair, pen, pencil, rubber, ruler, school, table Sentence pattern:

What’s this? - This is a (pen). III Teaching aids

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Warm-up - Play the song of Welcome unit (CD1:12) Pupils listen and sing - Write the number words on the board or use of the number word cards Pupils write the number below each cards

- Have pupils look at the screen and ask, What are we learning today? Write the lesson objective on the board: We're learning words for classroom objects

- Ask pupils what English words they know for classroom objects, e.g book, pen Write them on the board

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1 What do you know.

- Present the new vocabulary with Flashcards 12-19 Show the

flashcard in turn, say the words and pupils repeat Stick the

flashcards on the board as you say each word

- Focus on the scene Have a short discussion (in L1) about the

characters in the illustration and where they are Teach the word school in English

- Pupils identify the target

vocabulary in the picture Point to the classroom objects and ask, What’s this? It’s a pencil.

- Write the classroom object words on the board and invite pupils to stick the flashcard next to the correct word

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2 Listen and circle.

- Have a short discussion (in L1) about what's happening (Harry and his friends have taken Waldo to school Waldo is exploring and finding strange uses for some of the classroom objects.)

- Play the audio again Pupils listen

Audio script Cody: Look, Waldo! This is our school This is a table And this is my chair. Harry: And look! This is a pen And this is a ruler And a rubber.

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and point to each item in the illustration as it is mentioned - They listen again and circle each item

Waldo: Hmm What's this? Mmmm! Harry: It's a book! Oh no! Waldo: And what's this? Mmmm! Cody: It's a pencil! No, Waldo!

Wh-class

- Play the audio Pupils listen and point to the classroom objects Indicate the objects in your own classroom, where possible - Play the audio again Pupils listen, point to the objects and repeat the words

Audio script table, chair, pen, ruler, rubber, pencil, book

Wh-class Individual Individual Draw

Then trace.

- Pupils trace the dotted lines to find out what each object is They then trace the words Help the pupils to read the words, and check the answers by repeating the words as a class

- Pupils colour the objects, if they wish They then check their answers in pairs One pupil says a colour and his/her partner says the object

Wh-class Individual

Individual

Home-link.

Wh-class

*Evaluation:

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UNIT 2: AT SCHOOL Lesson 2: Part 4,5. I Objectives

- By the end of this unit, pupils can describe common classroom objects II Languages focus

- Vocabulary: Classroom objects Colours - Sentence patterns:

+ What is it? - It’s a (pink) (pen) + What colour is it?

+ Look! Can you find a (blue) (pen)? III Teaching aids

Warm-up - Put a selection of classroom objects in various colours on your table Invite a few pupils to pick them one by one and say It’s a (rubber) Then ask pupils to close their eyes While you remove one or two Pupils open their eyes and say what’s missing

- Look at the lesson objective: We're learning to talk about classroom objects.

Wh-class

- Say, Look! Look! Make a gesture to emphasize the meaning of the word Then ask, Can you find a (blue) (pen)? Pupils point to the blue pen in the main illustration - Play the audio again Pause after each line to give pupils time to repeat the words

- Play the chant and ask pupils to chant along

- Pupils can replicate the chant substituting objects of different colours which they've got in their own schools bags or on their tables

Audio script: A yellow pencil and a blue pen. A brown table and an orange chair A green ruler and a white rubber. A purple book, look, look, look!

Wh-class

Individual

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and circle. Then say.

their Pupil's Books

- Focus on the pictures at the bottom of the page Play the audio Pupils listen and circle the

appropriate item in each pair - Pupils then point to each in turn and say, It's a (red) (pencil)

Answer key: 1 red pencil 2 pink pen 3 white ruler 4 green rubber

1 It's a red pencil.

2 It's a pink pen.

3 It's a white ruler.

4 It's a green rubber

PW Individual Listen and

read.Then colour.

- Play the audio Pupils listen and read the words in their books - They then colour the objects accordingly

Audio script: A yellow rubber A red ruler.

A black chair A brown table A purple pen A pink pencil. A green book.

Wh-class

Home-link.

Wh-class

*Evaluation:

Period 13

UNIT 2: AT SCHOOL Lesson 3

I Objectives

- By the end of this unit pupils can say some action words, talk about plurals and follow a simple song

- Vocabulary: climb, jump, play Review classroom objects, numbers - Sentence patterns:

+ What’s this? What colour is it? + How many (books)?

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Warm-up - Tell pupils that they are going to listen to the chant about classroom objects page 13 Play the audio Pupils point to the objects when they hear the objects in the chant Play once more and have pupils chant along

- Write the lesson objectives on the board: We're learning some action words and plurals

Wh-class

Wh-class Look and

say.

- Hold up the book and ask, What’s this? It’s a book Then pick up another book and ask, How many books? Count with pupils Say one book, two book, stressing the plural /s/ sound - Ask pupils (in L1) what’s

happening in the picture (the mice are using the classroom objects as a playground) Indicate the mice and say, Look at the mice! Ask, How many mice? Teach the word mice if necessary

- Revise jump and teach the words climb and play using the pictures on the screen If necessary, use mime or L1 translation to help Point to the mouse doing the action or mime the action and say the word several times

Wh-class

Individual

Wh-class PW 6 Listen

and find.

- Point to various objects in the picture and ask, What's this? What colour is it? How many (books)? - Play the audio Pupils listen and point to the objects in the picture as they hear them mentioned

Audio script: Rulers, rulers How many rulers?

How many rulers can you see? Hurray! Let's play! Let's jump and climb.

Books, books How many books?

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How many books can you see? Hurray! Let's play! Let's jump and climb.

Pencils, pencils How many pencils? How many pencils can you see? Hurray! Let's play! Let's jump and climb. Pens, pens

How many pens? How many pens can you see? Hurray! Let's play! Let's jump and climb.

Rubbers, rubbers, How many rubbers? How many rubbers can you see? Hurray! Let's play! Let's jump and

climb.

Wh-class

Individual Wh-class

PW

7 Count and write Say.

- Pupils name the item at the bottom of the page, e.g It's a (pencil) They count the number of items in the song illustration (Activity 6) and write the numbers in the boxes

- Pupils check their answers with a partner by saying the answers, e.g (ten) (pencils)

Answer key: 10 pencils 4 rubbers 3 rulers 5 books 6 pens

Wh-class

GW GW PW

Home-link.

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*Evaluation:

……… ……… ……… Date of preparing: 11/11/2020 Date of teaching: 1A,B,C; 13/11/2020

Period 14

I Objectives

- By the end of this unit, pupils can describe classroom objects and say the sounds /r/ and /l/

- Vocabulary: lamb, look, rabbit

- Sentence patterns: It’s a (pink) (ruler) III Teaching aids

Warm-up - Tell pupils that they are going to listen to the song about classroom objects page 14 Play the audio Pupils point to the objects when they hear the objects in the song Play once more and have pupils sing along

Wh-class

- Ask pupils questions about the photos, e.g What's this? (It's a ruler.) What colour is it? (It's pink.) Say, It's a pink ruler

Tell pupils (in L1) that the children in the photos are playing Snap! and teach them the word in English Explain the aim of the

game

- Play the audio Pupils listen and say in which photo the players say Snap!

- Play the audio again for pupils to

Audio script: 1

Boy A: It's a pink ruler. Boy B: It's a pink ruler.Snap! Two rulers. 2

Boy A: It's a brown table. Boy B: It's a red pen.

Boy A: Try again.

Wh-class Individual

Individual

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learn some useful expressions they may need while playing the game Explain (in L1) the meaning of Try again

9 Listen and say

- Play the audio and point to the sounds Play the audio again and ask pupils to say the words

- Show the activity on the screen Focus on the first picture Indicate the rabbit and say, e.g Look, a rabbit!

- Play the audio Play the audio again, and have pupils repeat the phrase

- Move on to the next screen Focus on the second picture Indicate the lamb and say, e.g Look, a lamb!

Audio script: r

Ricky Rabbit ruler

rubber red Ricky Rabbit, Ricky Rabbit, ruler, rubber, red,

Ricky Rabbit! Lucy Lamb, Lucy Lamb, look, leaf, Lucy Lamb!

Wh-class Individual

Wh-class

Trace Then listen, match and colour.

- Ask pupils to look at Activity in their Activity Books.

- Pupils trace the letters r and l - Pupils look at the various objects scattered across the field Some of these belong to Ricky Rabbit Others belong to Lucy Lamb - Play the audio Pupils listen and draw a line to connect together all the r words and colour them red Pupils then draw a line to connect the l words and colour them yellow - Ask pupils to look at Activity in their Activity Books

- Pupils join the dots and find the images

- They then trace the words below each of the animals and say them

Audio script: Ricky Rabbit r rubber rabbit Lucy Lamb l leaf lamb Answer key: red = rabbit, rubber yellow = leaf, lamb 1 rabbit 2 lamb

Wh-class Wh-class

Wh-class

Individual

Home-link.

Wh-class

*Evaluation:

(30)

……… ……… Date of preparing: …/11/2020 Date of teaching: 1A,B,C; …/11/2020

Period 15

I Objectives

- By the end of this unit, pupils can understand a simple story and act out a story II Languages focus

- Vocabulary:

What’s this? It’s a … III Teaching aids

Warm-up - Remind pupils of the story from Unit Then look at the questions and ask, Who is in the story? Nominate a pupil to answer (Harry, Beth, Cody and Waldo.). - Have pupils look at the screen and ask, What are we learning today? Ask pupils to look at the image and guess what they will be learning in the lesson

Wh-class Individual

Wh-class

10 Listen to the story Read.

- Direct pupils' attention to the story and ask questions about the characters and the scene: Who's this? What's this? What colour is it? Say, Find (Harry)., Find a ruler., etc.

- Check pupils' understanding of the story by asking questions and pointing to the pictures If

necessary, explain that the woman

Audio script: 1.MissCampbell: Oh, dear!

Harry: Can I help you? Miss

Campbell: Yes, please

2.Harry: A green ruler Hmm Cody: What's this?

3 Cody: Oh! It's a yellow chair Miss Campbell: Oh, dear

4 Harry:A drum Cody: A red

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in the story (Miss Campbell) is a teacher

- After pupils have a clear understanding of the story, play the audio again Pause after each frame and encourage pupils to repeat the words and phrases aloud

pencil

5.MissCampbell: What's this? 6.MissCampbell: Argh! It's a green dragon!

Harry: It'sWaldo!

Wh-class

11 Act out the story.

- Invite a group of pupilvolunteers to act out the roles Say the lines while the pupils act out the story and then ask pupils to repeat them after you

- Divide pupils into groups of seven Give groups time to practise their roleplay

- Read the lines again and ask pupils to speak along Ask other groups of pupils to come to the front to act out the story

Wh-class GW

Individual GW GW

Wh-class Listen and

number.

- Play the audio Pupils listen and number the pictures accordingly

Answer key: a 3, b 1, c 2, d 4

Wh-class Wh-class Draw

Then trace and colour.

- Pupils draw over the dotted lines to reveal the picture (Waldo) They read the phrase below the picture and trace the word green - Ask the class if they can sound out the word they have traced, and help them to read the sentence Ask them to colour the dragon

Audio script: 1 What's this? It's a yellow chair.

2 What's this? It's a red pencil 3 What's this? It's a green ruler. 4 Arrgh! What's this?It'sa

dragon.

Home-link.

- When you come back home Please tell to your mother or farther or your friends about what

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did you say or what you did at shool

*Evaluation:

Period 16

I Objectives

- By the end of this unit, pupils can name some common musical instruments II Languages focus

- Vocabulary: drum, guitar, piano, violin

- Sentence patterns: What’s this? It’s a ………… III Teaching aids

Warm-up - Have pupils look at the pictures of some classroom objects Tell them that you are going to act out using a classroom object, and the class needs to guess what it is - Write the lesson objective on the board: We're learning about

musical instruments

PW/ Individual

and point And then say.

- Teach the musical instruments by pointing to the piano, guitar, violin and drum in Activity 12 and saying the words several times, e.g It’s a piano

- Miming the piano and ask,

What’s this? It’s a piano Continue with other instruments

- Play the audio Ask pupils to listen as they look at the photos and point to the instruments on the audio Have pupils listen again and

Audio script 1 It's a violin 2 It's a drum 3 It's a guitar 4 It's a piano.

Wh-class

Individual

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repeat the words

- In pairs, pupils mime and guess the instruments, saying, e.g It's a (drum).

PW

13 Listen and

number.

- Direct pupils' attention to the photos Ask them to identify the instruments in the pictures Say, e.g What's this? (It's a violin.) - Play the audio of music from the various instruments Say, Listen to the music Stop the audio after each instrument and ask, What is it?

- Play the audio again and pupils number the photos according to each excerpt of music

- Ask pupils, Which music you like best?

Answer key: violin 4, drums 3 guitar 1 piano Audio script: 1 [Excerpt of guitar music] 2 [Excerpt of piano music] 3 [Excerpt of drum music] 4 [Excerpt of violin music]

PW Individual

Wh-class

Match and trace Then say.

- Ask pupils to look at Activity 10 in their Activity Books

- Pupils match each of the characters with their missing musical instruments

- They then trace the words Say, (One) Pupils say, It's a (guitar)

Activity answer key:

1 guitar piano 3 violin drum

Wh-class Individual Individual Read and

circle.

- Pupils look at the close-up pictures of the instruments and guess what each of the instruments are They circle the correct word below it

- Ask which instrument is not shown (a violin)

Activity answer key:

1 guitar piano 3 drum

Wh-class Individual

Individual

Home-link.

Wh-class

*Evaluation:

(34)

Period 17

I Objectives

- Vocabulary: Review

- Sentence pattern: What’s this? What colour is it? How many? III Teaching aids

Warm-up - Display the flashcards 12-19 or real items in the classroom to revise classroom objectvocabulary Hold up a pencil and say, What’s this? Is this a yellow ruler?

Wh-class

14 Listen and stick Then trace.

- Ask pupils to turn to the stickers of the classroom objects at the back of their books and name the objects

- Play the audio Ask pupils to listen and point to the stickers - Play the audio again and ask pupils to stick the stickers in place - They then trace the words under the stickers

- Pupils stick the star sticker in place if they feel they have learnt the unit vocabulary successfully

Audio script: 1 It's a purple pen It's a yellow ruler. 3 It's a blue pencil.

4 It's a white rubber.

5 It's a red book.

6 It's an orange chair.

7 It's a brown table.

Wh-class Individual 15.Colour.

Then listen and ask and answer.

- Pupils work individually and colour the classroom objects - They then compare their pictures in pairs One pupil points to one of his/her partner's pictures

His/her partner describes the

Audio script What's this? It's a red guitar.

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picture, saying, e.g It's a (blue) (pen) Invite pupils to the front to share their drawings with the class - Play the audio to give pupils an idea of the language they will need and model the sentences with the class

- Pupils stick the star sticker in place if they feel they have learnt the unit structures successfully

Individual

Read and match.

- Pupils match the words with the corresponding pictures by drawing matching lines

Answer key: 1 table chair 3 rulers rubber 5 pencils

6 pens book

Wh-class Individual Read and

colour.

- Pupils read the words in Waldo's thought bubbles and colour the pictures accordingly

Home-link.

Wh-class

*Evaluation:

……… ……… ……… Date of preparing: 25/11/2020 Date of teaching: 1A,B,C; 27/11/2020

Period 18

I Objectives

- By the end of this unit, pupils can use what I have learnt in Unit II Languages focus

- Vocabulary: camp, forest, go hiking and return - Sentence patterns: Review

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Warm-up - Show pupils the flashcards 12-10 in turn and stick them on the board Number them from1-7 Tell pupils (in L1) to try to remember the position of each flash card After a while, take off two

flashcards and ask pupils to say all seven words in correct order Repeat until there aren’t any flashcards on the board and pupils can repeat them in the

correct order

Wh-class

16 Find and circle five

differences .

- Pupils find five differences between the pictures, circling the differences on picture Give pupils a time limit They can work either individually or in pairs - Check answers as a class Pupils say, e.g Picture 1, (two red pens) Picture 2, (two blue pens)

Answer key: Picture 1: four yellow pencils, three black books, yellow ruler, yellow rubber, brown chair

Picture 2: four orange pencils, three brown books, pink ruler, green rubber, grey chair

PW Individual

PW Wh-class 17 Listen

Then say and play.

- Ask pupils to look at Activity 17 in their Pupil Books

- Ask pupils to say in which picture the yellow rubber can be found (Picture 1)

- Ask pupils to play a game in pairs One pupil says an item from one of the pictures and his/her partner says the number of the picture

- Play the audio to give pupils an idea of the language they will need

Audio script: A yellow rubber One

Wh-class Individual

Individual PW Individual Pop quiz - Show the activity on the board

and look at the example for the first picture Nominate a pupil to say Five chairs

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- Put pupils into groups Point to the flashcard and then to a group and ask them to say a sentence - Return to the start and work through the pictures as a class, reviewing any words that are difficult

GW

Individual Home-link. - When you come back home

Wh-class

*Evaluation:

Period 19

UNIT 3: MY FAMILY Lesson 1

I Objectives

- By the end of this unit, pupils can name some common family words II Languages focus

- Vocabulary: aunt, brother, dad, friend, granddad, granny, mum, sister - Sentence patterns:

This is my (mum). Who’s this? III Teaching aids

Warm-up - Play the song from the

Welcome Unit (CD1:02) Pupils listen and sing

- Ask pupils to remember the new words they learnt in Unit Write the words on the board as they are said

Individual Wh-class

1

Presentatio n

- Introduce the new words using the flashcards 20-27 Show the flashcards in turn, say the words and pupils repeat Stick the

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- Indicate the flashcards on the board and say, Family

- Say a family member, e.g MUM and flip through the flashcards one by one Pupils shout FAMILY and clap when they see the flashcard of MUM - Write the family words on the board and invite pupils to stick the flashcard next to the correct words

GW/ Individual 2 Listen. - Ask pupils to look at Activity

in their Pupil's Books

- Play the audio Ask pupils to listen and look at the characters in the main illustration

- Ask pupils (in L1) whose family it is (It's Harry's.)

- Talk about the characters (in L1) and what's happening in the main illustration (Harry is introducing Waldo to his family for the first time.) Ask questions about the picture, e.g What's this? What

colour is it?

Audio script: Harry: Waldo, this is my family This is my mum And this is my dad

This is my granny and this is my grandad And this is aunt Fifi

Oh, and this is my sister, Beth! Beth: And Harry is my brother! Harry: Yes Harry: Mum, Dad this is my friend, Waldo He's a dragon! Mum and Dad: Hello

Granny and Grandad: Hello, Waldo

Waldo: Roarrrr

Wh-class

Individual

GW PW

- Focus on the small pictures at the bottom of the page Play the audio Pupils listen and point to the family members

Audio script: mum, dad, brother, sister, granny,

grandad, friend, aunt

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- Play the audio again Pupils listen, point to the family members and repeat the words - Point to one of the small pictures and ask, Who's this? Pupils find the same character in the main illustration and say who it is, e.g grandad

PW PW PW

Wh-class

*Evaluation:

……… ……… ……… Date of preparing: 02/12/2020

Date of teaching: 1A, 1B, 1C; 04/12/2020 Period 20

UNIT 3: MY FAMILY Lesson 2.

I Objectives

- By the end of this unit, pupils can talk about age using He’s /She’s (seven) II Languages focus

- Vocabulary: Family members, Numbers - Sentence patterns: This is my (brother)

How old is he/she? - He’s/She’s (four). III Teaching aids

Warm-up - Revise the numbers by pointing to different numbers of objects in the classroom Pupils count from 1-10 in pairs

- Walk around the class and ask various pupils, How old are you? - Revise family words using flashcards 20-27 or photos Pupils show their family photos to the class and say, This is my mum

PW

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and chant. Then find.

their Pupil's Books

- Ask questions about the picture: Who's this? What's this?

- Point to Harry and ask, How old is he? Repeat the question for Beth, How old is she? Ask pupils if they can guess how old Harry and Beth are Point to Harry and say, He's seven Point to Beth and say, She's six

- Play the audio again Pause after each line to give pupils time to repeat the words

(CD1 42): This is my sister This is my sister She's six.

She's six. This is my brother This is my brother He's seven.

He's seven.

Individual

Wh-class

5 Listen and match Then write Say.

- Focus on the pictures at the bottom of the page Explain that the pictures show Waldo's brothers and sisters Play the audio Ask pupils to listen first

- Play the audio again Pupils listen and match the characters with their ages They then write the dragons' ages on their badges

- Pupils point to the pictures and say, He's (ten) Stronger pupils can say This is my (brother) , as well

Answer key: 1 10, 2,3 4, 8 Audio script (CD1 43): 1 This is my brother He's ten.

2 This is my sister She's two. 3 This is my brother He's four.

4 This is my sister She's eight.

Wh-class

Individual Wh-class Individual

Wh-class Quest:

Listen and sing Then find and stick

- Ask pupils (in L1) to remember the Quest items from the Welcome Unit, which the characters have to find Ask them to guess which item could be found here

- Play the Quest song Pupils listen for the Quest item

- Pupils then look at the main scene to find the Quest item (the photo)

Audio script (CD1:44): Come with us, come on a quest Come on a quest today! Come with us, come on a quest Look for a photo today.

Wh-class Individual

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- Ask pupils to find the stickers at the back of their books They find the sticker of the photo and stick it in the correct place on page 21, over the grey photo on the right - Play the audio again and ask pupils to sing the Quest song

A balloon, a cake, a tablet and a photo! Look for a photo today.

Individual

Wh-class

Home-link.

Wh-class

*Evaluation:

Date of teaching: 1A, 1B; 1C; 09/12/2020 Period 21

I Objectives

- By the end of this unit, pupils can talk about feeling happy and sad follow a simple song

- Vocabulary: family members, zoo, happy, sad - Sentence patterns:

He/She’s (happy). III Teaching aids

Warm-up - Revise family words Stick flashcards 20-27 on the board to form a simple family tree

- Play the chant from Lesson (CD1:42) Pupils hold up the correct numbers of fingers as they hear the numbers Ask, How old is Beth? She’s six.

Wh-class

6 Listen and find

- Teach the word happy or sad by miming the facial expressions

Audio script: (CD1:45,46)

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Then sing.

Say, I’m sad/happy Teach the word zoo

- Get them to look at the scene Explain (in L1) that the boy on the left is singing a song

- Play the audio Pupils listen and point to the family members as they are mentioned

- At the end of the song ask, Is Mum sad? (No, she's happy.) Is Dad sad? (No, he's happy.) Point to the brother and say, Is he happy? (No, he's sad.)

- Play the audio again Pupils put up their hands when they hear a family word and mime being happy or sad as they hear the words Teach the meaning of It's fun! and boo-hoo! Pupils clap their hands when they hear fun and mime crying when they hear boo-hoo.

I'm at the zoo with my family Brother, sister, dad and mum It's fun, fun, fun. This is my mum She's happy. My dad is happy, too This is my sister.

She's happy, But my brother is sad Boo hoo! I'm at the zoo with my family. Brother, sister, dad and mum It's fun, fun, fun. It's fun, fun, fun, fun, fun, fun, It's fun, fun, fun.

Individua l

Individua l Individua

l Wh-class

PW

7 Find Then draw Say.

- Pupils look at the faces and then find the children in the main song illustration

- They draw a happy or sad mouth on each face according to whether the character is happy or sad in the main illustration

- Pupils check their answers with a partner by saying, He's/She's happy/ sad.

Answer key: 1 happy happy 3 happy sad

Wh-class Individua

l Wh-class Wh-class/ Individua

l Listen

and tick or cross.

- Ask pupils to describe how the children feel by saying, He's/She's happy/sad

- Play the audio Pupils write a tick or cross in the box depending

Answer key: 1 tick cross cross tick Audio script: (CD1:47) 1 She's sad. 2 He's happy.

Wh-class

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on whether the description of each child is correct or incorrect

3 He's sad. 4 She's happy.

Wh-class

Home-link.

Wh-class

*Evaluation:

I Objectives

By the end of this unit, pupils can talk about family members, age and feelings and can say the sounds /s/ and /z/

- Vocabulary: zoo, colours, family members - Sentence patterns: She’s (sad)

Warm-up - Ask a few pupils, How old are you? Answer, I’m six.

- Put pupils into pairs and pupils make a sentence for each set of pictures

- Return to the start and work through the sentences as a class, reviewing any words that are difficult

Individual PW Wh-class

8 Point and say.

- Ask pupils questions about the photos, e.g Who's this? Is he/she (happy)? Focus on the number badges worn by the children and ask, How old is he/she? Discuss (in L1) why the children are happy/sad

Wh-class

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- Divide pupils into pairs Pairs find and point to differences in Photo Pupils take turns to make sentences about each difference, e.g.She's seven/eight He's happy/ sad It's red/blue It's a guitar/book - Pupils then play a game in which their partner guesses which photo they are talking about One pupil says, e.g This is my (sister) She's (seven) His/her partner points to Photo (1)

Wh-class

- Show the activity on the screen - Play the audio Ask pupils which sound they can hear Play the audio again and have pupils repeat

Audio script (CD1:49) s s z z s, s, s z, z, z

s, z, s, z, s, z Sally Seal, Sally Seal sad, six Sally Seal Zippy Zebra, Zippy Zebra zoo Zippy Zebra

Wh-class Individual

PW Individual Trace

Then listen and match.

- Pupils trace the letters s and z - Point to the number and say seven Follow the line with your finger from the to the seal mascot and say the /s/ sound

- Play the audio Pupils listen and match the pictures in the circle with the mascots of the same sound

Answer key: s = sister, six, seven, sad z = zebra, zoo Audio script (CD1:49) s, z seven zoo six sad sister zebra

Wh-class GW

Home-link.

Wh-class

*Evaluation:

(45)

Date of preparing: 13/12/2020

I Objectives

- By the end of this unit, pupils can understand a simple story can act out of a story

- Vocabulary: zoo, colours, family members - Sentence patterns: He’s a pilot.

She’s a teacher/doctor. III Teaching aids

Warm-up - Ask pupils in L1 to remember the story from Unit Possible

questions: Which characters are in the story? What happens? Where are Harry and Cody? (At school) Who else is there? (Waldo) What classroom objects can you

remember from the story? (pen, pencil, ruler, rubber, table, chair…)

Individual

10 Listen. - Ask pupils to look at Activity 10 in their Pupil's Books

- Direct pupils' attention to the story and answer questions about the characters and the scenes: Who's this? (Harry) Ask pupils (in L1) what occupations Harry's dad, mum and aunt have (doctor, teacher, pilot) Teach these words in English. Ask, How old is Beth? (six)

- Check pupil's understanding of the story by asking questions and pointing to the pictures, e.g Who's this?How old is she?Is he a (teacher)?

Audio script (CD1:50)

1.Photographer : Oh, dear! Harry: Can I help you?

2.Harry: This is my dad He's a pilot

Photographer: Oh!

3.Harry: This is my mum She's a teacher

Photographer: Mmm!

4.Harry: This is my aunt She's a doctor

Wh-class

Wh-class Individual

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- After pupils have a clear

understanding of the story, play the audio again Pause after each frame and encourage pupils to repeat the words and phrases aloud

Photographer: Ooh!

5.Photographer : OK And who's this? Harry: This is my sister She's six Oh, and this is my friend, Waldo!

6 Harry: This is my family Waldo: Mmm Nice family. 11 Act

out the story.

- Invite a group of pupil volunteers to act out the roles Say the lines while the pupils act out the story and then ask pupils to repeat them after you

- Read the the lines again and ask pupils to speak along Ask other groups of pupils to come to the front to act out the story

Wh-class Individual

Wh-class PW PW

Read Then circle.

Trace and colour.

- Pupils read the words and circle the correct picture accordingly - Ask pupils to look at Activity in their Activity Books

- Pupils trace the words in Harry's speech bubble

- They then colour the

corresponding age badge below

Answer key: 1a 2b 2b

Answer key: 6

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link. Please tell to your mother or farther or your friends about what did you say or what you did at shool

*Evaluation:

I Objectives

- By the end of this unit, pupils can name some common occupations II Languages focus

- Vocabulary: occupations: doctor, teacher, pilot, vet - Sentence patterns: He’s/She’s a (doctor)

Warm-up - Show the pictures and look at the example for the first picture

Nominate a pupil to say, She's my mum.

- Put pupils into groups Point to a word and then to a group and ask them to say the sentence

Individual

GW 12 Listen

and tick.

- Teach the word vet by miming or drawing some equipment on the board

- Point to the pictures of the professions in turn and ask, Is he/she a (vet)? Pupils answer yes or no

- Play the audio Pupils listen and tick the photos as they hear them

Audio script (CD1:51) This is my dad He's a doctor This is my mum. She's a pilot This is my mum. She's a vet This is my dad He's a teacher.

Wh-class Individual individual Individual 13 Draw

Say.

- Pupils draw and match the items (on the left) with each of the

Key:

Answers vary

(48)

pictures of jobs (on the right) They then talk about the pictures, e.g She's a (vet)

Listen and number Then trace.

- Point to the people in turn and ask, Is he/she a (doctor)?

- Play the audio Pupils listen and number the people in the picture - They then trace the words under the pictures

Audio script (CD1:52) She's a pilot He's a doctor She's a teacher He's a vet Answer key: 1d 2a 3b 4c

Wh-class Individual Individual Read and

match.

- Pupils match the two halves of the pictures with the job words by drawing lines

Answer key: 1 doctor vet 3 pilot teacher

Wh-class Individual

Home-link.

Wh-class

*Evaluation:

……… ……… ……… Date of preparing: …/12/2020

Date of teaching: 1A, 1B; 1C; … /12/2020 Period 25

I Objectives

- Vocabulary: Review - Sentence patterns:

How old is he/she? Is he/she (sad)? Who’s this? III Teaching aids

(49)

them that you are going to act out one of the jobs and the class needs to guess what it is Act as if

looking after an animal and elicit, Vet!, from pupils Once pupils get the idea of the game, look at the example together Put pupils in pairs and ask them to

act and guess 14 Trace

and stick Say.

- Pupils read the word labels on the page and trace them

- Ask pupils to find the stickers of the family members at the back of their books and name the people - Pupils stick the stickers in the right place

- Pupils then make a sentence about each item in pairs, e.g.This is (Mum) Check the activity by asking, Who's this? Is this Harry's (Grandad)?

Wh-class Individual

Wh-class Individual Individual Individual 15 Listen

and number Then say.

- Ask pupils to look at the picture Ask questions, e.g Who's this? Is he/she happy? How old is he/she? - Play the audio Pupils listen and point to the family members in the picture

- Play the audio again, pausing after each sentence so that pupils can number the people in the picture

Audio script (CD1:53)

1 This is me I'm with my family. 2 This is my dad He's a pilot. 3 This is my brother He's three He's sad. 4 This is my mum She's a pilot, too 5 This is my sister She's five She's happy. Answer key: boy on the left 1 dad brother 3 mum sister 5

Wh-class Individual Wh-class/ Individual Wh-class

(50)

Read and number.

Trace and circle.

- Pupils read the family words and identify the matching family members in the picture They number the pictures accordingly - Ask pupils to look at Activity 13 in their Activity Books

- Pupils trace the words in Waldo's speech bubble

- They then circle the expression which describes the picture

Answer key: my sister

Wh-class

Individual Wh-class Individual Individual

Home-link.

Wh-class

*Evaluation:

I Objectives

- Vocabulary: Review - Sentence patterns: Review III Teaching aids

Warm-up - Show the homemade flashcards of occupations one by one Ask, Is she/he a vet?

- Tell the class to remember the family members, and show the picture Indicate the missing family member, and ask if anyone can remember who it was (grandad)

(51)

Continue through the picture as a whole class activity

16 Find and circle.

- Ask questions about the pictures at the top and bottom of the maze, e.g Who's this? (mum, dad,

granny, grandad)

- Ask pupils to trace paths through the maze to find out which job each of the family members does - Pupils then circle the correct job for each family member

- Check the answers in pairs, then around the whole class Ask, Is (mum) a (vet)? Elicit answers, e.g No, (s)he's a (doctor).

Answer key: 1 a b b a

Wh-class

Individual

PW Wh-class 17 Listen.

Then say and play.

- Ask pupils to look at the photos of the boy and girl Tell them they are playing a guessing game Ask them which family member the girl is thinking about (mum)

- Say, This is my mum Ask pupils to tell you which job mum does, She's a doctor Ask pupils to continue in pairs

- Play the audio to give pupils an idea of the language they will need

Audio script (CD1:54)

Girl: This is my mum She's a doctor.

Boy: One.

Wh-class Individual

Wh-class

Individual

My family show and tell.

- Ask the class to look at the picture Nominate a pupil to say, This is my dad He's a doctor.Have the class repeat the sentences - Give pupils a piece of drawing paper and ask them to draw and colour their family

- Once pupils have finished their pictures, they can take turns to stand at the front and tell the other pupils about their family, talking about their family member’s

Wh-class

Individual

(52)

names, ages and occupations

Home-link.

Wh-class

*Evaluation:

Date of teaching: 1A, 1B; 1C;30/12/2020 Period 27

UNIT 4: MY BODY Lesson 1

I Objectives

- By the end of this unit, pupils can name some common body parts II Languages focus

- Vocabulary: arms, body, feet, hands, head, legs - Sentence patterns:

Look at me! Look at my (head)! III Teaching aids

Warm-up - Play the song from Unit Pupils listen, sing and point to the family members as they are mentioned Ask various pupils, How old are you? I'm (six).

- Ask pupils to remember the new words they learnt in Unit Write the words on the board as they are said

Wh-class

1

Presentatio n

- Indicate your body and say, This is my body Point to your head and say, my head Continue with your hands, legs, arms, feet - Introduce the new words using flashcards Show the image and say the words for pupils to repeat Ask individual pupils to say the words

Wh-class

Individual

(53)

and find. and his friends are doing (They're designing their own toys.)

- Ask questions about the picture, e.g Who's this? What's this? What colour is it?

- Play the audio Pupils listen and point to each item in the main illustration as it is mentioned

(CD2:01)

Beth's doll: Look at me! Yellow legs.

And purple feet. Harry's robot: Look at me! Six red arms.

And grey hands. Cody's monster: Look at me! A red body. And a yellow head!

Waldo: Oh no! Look at my head. It's red.

Individual Wh-class

- Focus on the small pictures at the bottom of the page Ask pupils to find the body parts in the main picture and to say which toy they belong to (Harry's robot).

- Play the audio Pupils listen and point to the body parts

- Play the audio again Pupils listen, point to the body parts and repeat the words

Audio script (CD2:2) body, head, hands, arms, feet, legs

Wh-class Individual

Wh-class Wh-class Home-link. - When you come back home

Wh-class

*Evaluation:

……… ……… ……… Date of preparing: ………

Date of teaching: 1A, 1B; 1C; ……… Period 28

(54)

I Objectives

- By the end of this unit, pupils can talk about parts of the body II Languages focus

- Vocabulary: tail, wings, body parts, colours, numbers - Sentence patterns: What colour is it?

What colour are they? I’ve got (green) (arms). III Teaching aids

Warm-up - Show the picture of body and look at the example for the first picture Nominate a pupil to say, (Feet!) and have all the pupils point at their feet and say, feet - Play a game to remind pupils the parts of the body Say, Touch your feet! Have pupil touch their feet and say the word (can in pair)

PW

- Tell pupils (in L1) that they are going to listen to a chant said by one of the characters

- Play the audio Pupils listen and find the character who is saying the chant (Waldo)

Audio script (CD2:03) I've got green arms I've got green hands I've got green legs I've got green feet I've got green wings I've got a green tail I've got a green head But now it's red!

Wh-class Individual

Individual Wh-class

5 Listen and circle. Then say and play Say.

- Focus on the pictures at the bottom of the page Play the audio and ask pupils to listen first

- Play the audio again and ask pupils to circle the correct monster - Then ask pupils to repeat the sentences after you They can play the game in pairs

Answer key: 3 Audio script (CD2:04)

I've got a yellow head I've got a red body I'vegot a red tail I've got blue legs I've got yellow arms I've got purple feet

Wh-class Wh-class Individual Individual

(55)

Then find and circle.

their Activity Books

- Pupils trace the words in their books They then circle the correct drawing in each line

1 feet wings

tail Wh-class

Home-link.

Wh-class

*Evaluation:

……… ……… ……… Date of preparing: …./01/2020 Date of teaching: 1A, B, C; …./01/2020

Period 29

I Objectives

- By the end of this unit, pupils can say more body words and follow a simple song

- How many (feet)?/ - What colour is it?

- What colour are they?/ - Has it got (blue) (hands)? III Teaching aids

Warm-up - Tell pupils that they are going to listen to the chant about body parts Play the audio Pupils point to the body parts when they hear them in the chant Play once more and have pupils chant along

Wh-class/ GW

- Introduce the words finger(s) and toe(s) Show or move one of your fingers and say, I've got one finger Now show or move all ten fingers and say, I've got ten fingers., emphasising the /z/ sound at the end of the word Now indicate your toes and say, I've got ten toes - Continue with other parts of the

Audio script CD2: 06, 07 I've got two hands Clap, clap, clap Clap your hands, Clap yourhands.I've got two feet Stamp, stamp,

(56)

body Say, I've got (two) (legs) Pupils repeat and show or move their (legs)

- Focus on the pictures of the monsters Ask, How many monsters? (Four.)

- Point to individual monsters and ask, How many hands/ fingers/ toes/feet has it got? What colour is it? Has it got (blue) (hands)? - Play the audio Pupils listen to each verse and find each monster in the picture that it describes - Play the audio again Stop after each verse and ask, Who is it? Pupils point to the correct monster

stamp Stamp your feet, Stamp your feet.Clap, stamp, clap, stamp.Clap your hands and stamp your feet Clap, stamp, clap, stamp.Clap your hands and stamp your feet.I've got eight fingers Click, click, click Click your fingers, Click your fingers.I've got eight toes Wiggle, wiggle, wiggle Wiggle your toes, Wiggle your toes.Click, wiggle, click, wiggle.Click your fingers and wiggle your toes.Click,wiggle , click, wiggle. Click your fingers and wiggle your toes.

Wh-class

Wh-class Wh-class

7 Match and count. Say.

- Pupils match the two halves of the monsters

- They then count the number of different body parts each monster has and make sentences, e.g I've got (three) (feet).

Audio script and key:

Activity answer key:

1 b 2 d 3 a 4 c

Wh-class Individual

Count and trace Then write and say.

- In pairs, pupils count up the number of body parts and write the numbers in the boxes at the side of the page

- Pupils then trace the words and

Activity answer key:

8 fingers, arms, legs, toes, feet

(57)

Listen and say Yes or No.

describe the monster saying, I've got (three) (legs)

- Play the audio Pupils listen and say Yes or No if the sentence is true or false

Answer key: 1 Yes No Yes No Yes

Wh-class Wh-class

Home-link.

Wh-class

*Evaluation:

……… ……… ……… Date of preparing: …/01/2020 Date of teaching: 1A, 1B, 1C; …/01/2020

Period 30

I Objectives

- By the end of this unit pupils can describe bodies and say the sounds /h/ and /g/ II Languages focus

- Vocabulary: body parts, colours, numbers 1-10, hippo, game, gorilla - Sentence patterns: How many hands has it got?

Warm-up - Do a drawing action on the board and say, I’ve got two head Invite pupils to draw the body parts

Individual 8 Listen

and number.

- Ask pupils questions about the monsters in the photo, e.g How many (legs)? What colour is it/are they?

- Play the audio to give pupils an idea of the language they will need to play the game

Answer key: monster on left 2, monster on right

Audio script CD2:09

1 I've got one head, two arms and six fingers

Wh-class Individual

(58)

- Pupils number which creature they hear being described

I've got wings I've got four legs, four feet and eight toes. 2 I've got two heads, four arms and eightfingers I've got three legs, three feet and nine toes.

Individual

- Play the audio Pause after the first three lines Ask pupils which sounds they can hear (/h/ and /g/) Play the first three lines again and have pupils repeat

- Play the audio and point to the sounds Play the audio again and ask pupils to say the words - Focus on the first picture Indicate the hippo and say, e.g Look, a hippo!

- Play the audio Play the audio again, and have pupils repeat the phrase

- Move on to the next screen Focus on the second picture Indicate the gorilla and say, e.g Look, a gorilla!

- Play the audio Play the audio again and have pupils repeat

Audio script CD2:10 h h g g h, h, h g, g, g

h, g, h, g, h, g h

Harry Hippo head

hands g

Gaby Gorilla guitar

game

Harry Hippo, Harry Hippo, head, hands Harry Hippo! Gaby Gorilla, Gaby Gorilla, guitar, game, Gaby Gorilla!

Wh-class Individual

Wh-class Wh-class

Wh-class

Trace Then listen and circle.

- Pupils trace the letters h and g - They then look at the pictures on each character's card and listen to the words They circle the words that start with the same initial sound as the mascot (/h/ hippo, /g/ gorilla).

Answer key: h head, hands g guitar, game

Draw Then trace and

- Pupils draw over the items to

Audio script CD2:11 Circle the 'h'

(59)

say. complete the pictures

- They then trace the words and say them

words.

/h/ head fingers hands arms Circle the 'g' words.

/g/ legs guitar feet game

Individual

Home-link.

Wh-class

*Evaluation:

Period 31

I Objectives

By the end of this unit, pupils can understand a simple story and act out a story II Languages focus

Warm-up - Remind pupils of the story from Unit Then look at the questions and ask, Who is in the story? Nominate a pupil to answer (Harry, a photographer and Waldo)

- Revise the body parts vocabulary

Wh-class

10 Listen to the story Read.

- Look at the lesson objectives: We're listening to a story and acting it out.

- Direct pupils' attention to the story and ask questions about the

Audio script CD2:12 Harry:What's this?

Beth: It's a head. Cody: I've got one head Waldo:

Wh-class Individual

(60)

characters and the scene: Who's this? What colour is it? How many (heads)? What's this?

- Remind pupils of the word teddy bear or teach it Ask pupils if they have a favourite teddy bear and to describe it (in L1 if necessary) - Ask pupils to predict what will happen in the story

- Check pupils' understanding of the story

- Show the first picture on the screen Read through the statement and ask: Yes or No? Elicit answers from different students in a class discussion or ask for a show of hands

- Repeat with the second and third pictures

I've got two heads Beth: I've got two legs. Waldo: I've got four legs.

Cody: A teddy bear for

you,Beth. Beth: Ooh! Thank you! Waldo: Blue! Waldo: Uh-oh! Harry: Help! Waldo: I've got two brothers! Harry:Oh,Waldo !

Individual

Individual 11 Act

out the story.

- Invite a group of pupil

volunteers to act out the roles Say the lines while the pupils act out the story and then ask pupils to repeat them after you

- Read the lines again and ask pupils to speak along Ask other groups of pupils to come to the front to act out the story

Wh-class GW

GW Draw and

tick or cross.

- Pupils trace the dotted lines to reveal the teddy bear

- They then read the sentences alongside the teddy bear They put

Answer key: 1 tick cross tick

(61)

Listen and draw Then say.

a tick next to the sentences which are correct and a cross next to the sentences which are incorrect - Ask pupils to look at Activity in their Activity Books

- Play the audio Pupils complete the picture of the teddy bear by drawing the missing parts of the body as described on the audio - Pupils check their answers with a partner

Answer key: two heads, three arms,threehands, four legs, four feet

Audio script CD2:13 I've got two heads I've got three arms I've got three hands I've got four legs. I've got four feet.

Wh-class Wh-class

PW

Home-link.

Wh-class

*Evaluation:

Period 32

I Objectives

By the end of this unit, pupils can talk about keeping clean II Languages focus

- Vocabulary: clean, dirty, face wash your (hands) - Sentence patterns: Has he got (clean) (hands)? III Teaching aids

Steps Learning activities Language focus Modes Warm-up - Ask pupils to look at you

Move your fingers and elicit, Fingers! from pupils.

- Put pupils into pairs One pupil

(62)

moves a body part and the other pupil says what body part it is Swap roles after a couple of minutes

- Discuss the importance of brushing teeth, keeping clean… Ask when it’s necessary to wash their hands, feet: before or after dinner, after playing outside, going to the toilet, before going to bed …

Wh-class

12 Listen and number.

- Teach the words clean and dirty Show pupils photos your brought and say, I’ve got dirty hands Mime washing your hands and say, Wash dirty hands Say, I’ve got clean hands now.

- Play the audio Ask pupils to listen and point to each picture as they hear it on the audio - Play the audio again, pausing after each phrase so that pupils can number the pictures and repeat the words

Answer key: 3, 5, 1, 4, 2 Audio script: CD2: 14

1 Clean feet! Dirty legs! Clean hands! Dirty face! Wash your face!

Wh-class

13 Listen and say Say.

- Play the audio Pupils listen and look at the photos

- Then play the audio again Pupils listen and number the photos Then play the audio again Pupils listen and act out what they hear

Audio script CD2: 15

1 I've got dirty hands.

2 And I've got a dirty face!

3 Wash your hands! Wash your face! I've got clean hands. And I've got a clean face!

Wh-class Individual

- Pupils read the sentences in the speech bubbles They then match them with the pictures and write numbers in the boxes

Answer key: 1 d a c b

(63)

- Encourage them to check their answers in pairs

PW Home-link. - When you come back home

Wh-class

*Evaluation:

Period 33

I Objectives

By the end of this unit, pupils can assess what I have learnt in Unit II Languages focus

- Vocabulary: Review: Parts of the body, Numbers - Sentence patterns: Review: I’ve got (ten) (fingers) III Teaching aids

Test paper, recording, computer, stereo IV Procedures

Steps Learning activities Language focus Modes Warm-up - Hand out the flashcards 28-35

to several pupils in different parts of the classroom Write the body parts on the board Ask pupils holding the flashcards to come to the front and stick them next to the corresponding

word

Wh-class

14 Trace and match Say.

- Ask pupils to trace the body words

- Pupils then match the words with the picture

(64)

15 Listen and tick or cross Say.

- Explain that the first two sentences are about the yellow monster and the last two are about the purple monster Play the audio Ask pupils to listen and look at the pictures

- Play the audio again Pupils listen and put a tick or cross in each box according to whether the sentence is correct or incorrect

- In pairs, pupils take turns to say a sentence about one of the monsters Their partner says whether the sentence is true or false

Answer key: 1 cross tick tick cross. Audio script CD2: 16 1 I've got two heads I've got blue arms I've got four toes. 4 I've got purple legs.

Wh-class Individual

Individual

PW

Individual

Draw Then read and circle.

- Ask pupils to look at Activity 11 in their Activity Books - Remind pupils of the written form of the body words Write them on the board and, pointing to each word, ask pupils to touch that part of their body - Pupils draw the remaining half of the creature

- They then circle the correct number in each sentence

Answer key: 4 arms, 8 fingers, 3 legs, 6 toes

Wh-class Individual

Individual Individual Home-link. - When you come back home

Wh-class

*Evaluation:

(65)

Period 34

I Objectives

Warm-up - Play the song from lesson (Cd 2:06) Encourage pupils to sing along and the actions

- Recycle parts of body by saying, Touch your arms, wiggle your toes…

- Point to various parts of the body, e.g fingers, and say, I have ten fingers Pupils say, true or false Continue with other true and false statements around the class

Wh-class Wh-class

Individual 16 Find

and circle two the same Say.

- Ask questions about the pictures, e.g What's this? What colour is it/are they? How many (legs)? etc. - Pupils look carefully at the pictures and find two toys in each row that are identical They circle the two that are the same Give them a time limit They can work either individually or in pairs - Pupils compare their answers in pairs or in small groups, using the target language, e.g I've got two legs I've got (green) legs., etc.

Answer key: 1 a and c 2 b and d 3 c and d

Wh-class Individual

/ Wh-class

Individual GW 17

Colour Then play.

- Pupils work in pairs They each choose one of the two monsters to colour (they must each choose a different monster) Each partner colours their monster without

Wh-class

(66)

showing their partner how they have coloured it

- Pupils then give each other instructions to colour the monster they have coloured, e.g I've got green legs I've got four arms I've got pink arms The pupils follow each other's instructions and colour the monster

- Pupils check in pairs as to whether they have coloured the monster correctly

Individual

Wh-class PW Game:

Pass the drawing.

- Tell pupils they are going to draw a monster

- Give each pupil a piece of paper and ask them to write their name on one side On the other side ask them to draw the head and neck at the top of the page Give them minutes

- When all the pupils are finished, show them how to fold the top of the paper over so that the head and neck can’t be seen

- Ask pupils to pass the paper to the pupil next to them

- Then ask pupils to draw the monster’s body, arms and fingers Fold it over and pass it along - Repeat with legs, feet and toes When all the body parts are finished return pupils’ original drawings back to them

- Pupils then describe their monster to their partner

Wh-class

Individual

Individual Individual Individual

Individual

Home-link.

Wh-class

*Evaluation:

(67)

Period 35

UNIT 5: PETS Lesson 1 I Objectives

- By the end of this unit, pupils can name some common pets II Languages focus

- Vocabulary: Cat, dog, frog, mouse, parrot, pet, rabbit, tortoise

- Sentence patterns: How many (legs) have you got? - I’ve got (two) (legs) III Teaching aids

Warm-up - Play the song from Unit (CD2:06) Pupils listen, sing and the appropriate actions

Wh-class 1 Listen. - Introduce the new words using

the flashcards 36-42 Show the flashcard in turn, say the words and pupils repeat Stick the

- Ask pupils, What pet has Waldo got? (a mouse)

- See an alternate or more detailed activity in the Teacher Book

Audio script - CD2:17

Harry: Look at the pets!A dog Aunt Fifi: a cat….

Harry: a rabbit aah! Aunt Fifi: a parrot Harry: a tortoise and a frog!

Aunt Fifi: Have you got a pet, Waldo? Waldo ?

Waldo: Yes, I have! Mmm! Beth: Oh,

no! a mouse No, Waldo!

Wh-class

Individual

Individual Individual Wh-class Wh-class

2 Listen and circle.

- Play the audio Pupils listen and point to the animals in the main illustration

- Pupils listen again and circle each animal

Audio script - CD2; 17

Harry: Look at the pets! A dog Aunt Fifi: a cat

Wh-class

(68)

Harry: a rabbit aah! Aunt Fifi: a parrot Harry: a tortoise and a frog!

Aunt Fifi: Have you got a pet, Waldo? Waldo ?

Waldo: Yes, I have! Mmm! Beth: Oh,

no! a mouse No, Waldo!

Wh-class

Individual PW Wh-class

Listen and say.

Find Then trace.

- Play the audio Pupils listen and point to the pets

- Play the audio again Pupils listen, point to the pets and repeat the words

- Pupils guess which animal is in each picture They then trace the words and say

- Pupils take turns individual to point and say, It's a (parrot)

Audio script -CD2:18

dog, cat, rabbit, mouse, parrot, tortoise, frog

Individual

Home-link.

Wh-class

*Evaluation:

Period 36

(69)

I Objectives

- By the end of this unit, pupils can describe pets II Languages focus

- Vocabulary: big, small, pets - Sentence patterns:

What’s this? What colour is it? Is it (big)?

Warm-up - Stick the flashcards 36-42

around the classroom Say them in turn and pupils find them and point to them Then ask for each, What colour is it?

Wh-class

- Play the audio Mime big and small as they listen Alternatively, you can pause after each line to give pupils time to repeat the words and make the animal noises

Audio script - CD2:19

Pets, pets, Big and small.

Come and listen to them all A big cat Miaow! Miaow! A small mouse Squeak! Squeak! A big parrot Squawk! Squawk! A small rabbit Munch! Munch! A big tortoise Chomp! Chomp! A small frog Ribbit! Ribbit!A big dog. Woof! Woof!

Wh-class Wh-class

Wh-class

5 Listen and circle. Say.

- Focus on the pictures at the bottom of the page Play the audio Pupils listen and circle the correct animal in each pair

- Pupils then point and say

sentences about each animal, e.g It's a (big) (tortoise).

Answer key: 1 a b a b Audio script - CD2: 20

1 It's a big cat. 2 It's a big tortoise.

3.It's a small dog 4 It's a small

Wh-class Wh-class

(70)

rabbit It's a big tortoise.

Read and match Then say.

Find and circle the odd one out.

- Pupils say the sentences They then draw matching lines from each animal to the word labels depending on whether the animal is big or small

- Pupils then say, It's a (big) (mouse).

- Pupils find the odd animal out in each row, i.e the animal which is a different size to the other

animals and circle it

- Pupils then say, e.g It's a (small) (rabbit).

Answer key: Big: frog, parrot Small: parrot, mouse, frog

Answer key: 1 small rabbit big tortoise big cat

Wh-class Individual

Individual

Home-link.

Wh-class

*Evaluation:

Period 37

- By the end of this unit, pupils can describe pets and follow a simple song II Languages focus

- Vocabulary: boy, girl, hat, big, bird, butterfly, flower, small, pets, colours - Sentence patterns:

What has he/she got? Has he/she got (a dog)?

Have you got (a dog)? Is it big/small? III Teaching aids

(71)

Steps Learning activities Language focus Modes Warm-up - Tell pupils that they are going to

listen to the chant about animals Play the audio (CD2: 19) Pupils point to the animal when they hear it in the chant Play once more and have pupils chant along

Wh-class

- Get them to look at the scene - Play the audio Pupils listen and point to the animals in the picture as they hear them mentioned in the song

Audio script CD2: 23

The boy's got a dog, A very big dog He's got a dog Woof,woof! The dog's got a frog, A very small frog. The dog's got a frog Ribbet! Ribbet! The girl's got a cat, A very big cat. She's got a cat Miaow! The cat's got a hat, A very big hat. The cat's got a hat Miaow! He's got a dog. The dog's got a frog She's got a cat And the cat's got a hat.

7 Find and match Then colour Say.

- Pupils look at the song

illustration and find the children in it They draw lines to match each child with his/her animal

- Pupils then colour the animals to match the song illustration

Alternatively, they can choose their own colours

- They describe the pictures, saying, e.g He's/She's got a (brown) (dog).

Answer key: 1.cat (orange) c 2 rabbit (light brown) b

3 mouse (white) d

4 dog (dark brown) a

(72)

Listen and circle.

Read and write.

- Play the audio Pupils circle the animals as they are mentioned in the audio

- Pupils read the sentences - They identify the animals in silhouette in the pictures and write the correct number next to each picture

Answer key: 1 dog, rabbit, frog

2.mouse, parrot Answer key: a b c d Audio script CD2:24

He's got a dog She's got a mouse He's got a rabbit She' got a parrot. He's got a frog.

Wh-class Wh-class Wh-class Wh-class Individual

Home-link.

Wh-class

*Evaluation:

Period 38

- By the end of this unit, pupils can talk about pets and say the sounds /d/ and /t/ II Languages focus

- Pronunciation: /t/ ten, two; /d/ doctor, drum III Teaching aids

Warm-up - Tell pupils that they are going to listen to the song about pets

- Play the audio Pupils point to the pet when they hear it in the chant Play once more and have pupils mime the actions of each animal

Audio script CD2:22

(73)

they hear, as they chant along 8 Listen

and point Then play.

- Play the audio to give pupils an idea of the language they will need Pupils listen and point to the animal

- Pupils take turns to choose a pet for the boy and the girl and their partner has to guess which it is Pupil A says, e.g It's small It's blue and yellow Pupil B says, He's got a parrot.

- Pupils then play the same game in pairs, choosing a pet each time and describing it using, It's

big/small and It's (black and white) His/Her partner guesses and says, e.g He's/She's got a (rabbit).

Audio script CD2:25

Woman: What pet has he got? It's small It's brown.

Girl: He's got a tortoise.

Boy: Yes. Woman: What pet has she got? It's big It's black and white. Boy: She's got a dog!

Girl: Yes. It's big It's black and white. She's got a dog.

Individual

- Remind pupils of the words drum and dragon Ask pupils which sound they hear in both words Say/d/ sound and ask pupils to repeat after you

- Do the same for the /t/ sound - Play the audio Ask pupils which sound they can hear Play the audio again and have pupils repeat

- Play the audio and point to the sounds Play the audio again and ask pupils to say the words - Play the audio and point to the sounds Play the audio again and ask pupils to say the words

- Focus on the first picture.Indicate the dog and say, e.g Look, a dog! - Play the audio Play the audio again, and have pupils repeat the phrase

- Move on to the next picture Focus on the second picture Indicate the tortoise and say, e.g Look, a tortoise!

- Play the audio Play the audio

Audio script CD2:26 d, d t, t d, d, d t, t, t

d, t, d, t, d, t d

Danny Dog doctor drum t

Tina Tortoise ten

two

Danny Dog, Danny Dog, Doctor, drum Danny Dog Tina Tortoise, Tina Tortoise, ten, two,

Tina Tortoise!

PW Wh-class

(74)

again, and have pupils repeat Trace

Then listen and tick.

Trace Then circle and say.

- Pupils trace the letters d and t - Point to each of the pictures in turn and ask for each, What's this? - Play the audio Pupils tick the items that start with the same sound as the letter on the left

- Pupils read the words and trace them

- They then find the objects in the picture and circle all the words beginning with /d/ sound in green and all the words beginning with the /t/ sound in blue

- Point to objects in the picture and pupils say the words

Answer key: d tick = dog, doctor, drum ; t tick = tortoise, teacher, ten

Answer key: green = drum, dad, dog blue = two, ten,

tortoise Audio script CD2:27 Danny Dog d dog tortoise doctor

Tina Tortoise t teacher ten drum

Wh-class Individual Individual Wh-class Individual Individual

Individual

Home-link.

- When you come back home Please tell to your mother or farther or your friends about what did you say or what you did at shool Student read and act out the story at home (period 39, lesson 5)

Wh-class

*Evaluation:

Period 40

- By the end of this unit, pupils can match animals with their young II Languages focus

- Vocabulary: chick, kitten, puppy

- Sentence patterns: The (dog)’s got a (puppy) III Teaching aids

(75)

Steps Learning activities Language focus Modes Warm-up - Show the photos and make an

example for the first photo Nominate pupils to ask and answer, What's this? It's a parrot - Have pupils look at the lesson and ask, What are we learning today? Look at the lesson objective: We're learning about animals and young animals

Individual

Wh-class

12 Listen and point Then match and say.

- Play the audio Pupils listen to Part A of the audio and point to each animal and its young

- Pupils listen to Part B and match each animal with its young

- Check answers Point to the cat and ask, What has the cat got? Prompt pupils to answer, a kitten Do the same with bird and dog - Move on the next screen Play the audio and have pupils repeat the words

- Then ask pupils to describe the photos in pairs, e.g It's a chick

Key:

1 b c a Audio script – CD2: 30

cat, dog, bird, chick, kitten, puppy

1 The cat's got a kitten.

2 The dog's got a puppy.

3 The bird's got a chick.

and number Say.

- Ask pupils (in L1) what they know about the life cycle of a bird Ask questions about the pictures, What's this? (It's an egg, a bird, a chick.) What colour is it? Is it big or small?

- Play the audio again Ask pupils to number the photos in the order they hear them

- Check the answers with the class - Then ask pupils to describe the photos individual, e.g It's a chick

Key:

a 3 b 1 c 2 Audio script – CD2: 31

1 It's an egg. 2 It's a chick It's small 3 It's a goose It's big It's a chick!

Wh-class Individual

Wh-class Individual Trace

Then match.

- Pupils match the baby animals

Answer key: from the left of the picture:

(76)

with the correct outline in the picture Pupils then read the labels, trace the words and say them

chick, puppy, kitten

Individual Join the

dots Then circle and say.

- Pupils complete the dot to dot drawing to reveal a chick and a puppy Pupils then read the sentences and circle Yes or No depending on whether the sentence is correct or not They then describe the pictures correctly, It's a chick It's a puppy.

Answer key: 1 Yes No

Home-link.

Wh-class

*Evaluation:

Period 41

- Vocabulary: Pets, Colours

- Sentence patterns: + I’ve got a (dog).

+ He’s/She’s got a (rabbit). III Teaching aids

Warm-up - Hand out the flashcards 36-42 to several pupils in different parts of the classroom

- Write the pet words on the board

(77)

14 Trace and stick Say.

- Ask pupils to trace the pet words on the page

- Ask pupils to turn to the stickers of the pets at the back of their books and name the animals - Pupils stick the stickers in place, next to the corresponding words - Pupils stick the star sticker in place if they feel they have learnt the unit vocabulary successfully

Wh-class Individual

Individual Individual 15 Listen

and match Say.

- Play the audio Ask pupils to listen and point to the animals - Play the audio again Pupils draw matching lines from the boy and girl to each animal

- Check answers as a class - Then pupils practise saying sentences about the boy and girl in pairs, e.g He's got a (mouse) She's got a (kitten).

Key:

boy: dog, frog, parrot girl: cat, kitten, rabbit Audio script – CD2:32

He's got a small dog.

She's got a big cat It's grey He's got a big frog.

She's got a kitten It's small. He's got a parrot It's blue and orange She's got a white rabbit.

He's got a frog.

Wh-class

Wh-class Wh-class

PW Wh-class

PW

Read and write.

Read and circle.

- Pupils read the words in the word bank They then use the words to complete the sentences about the pictures (Note: the word cat is used twice.)

- Pupils read the sentence in the

Key:

He's got a dog, tortoise, cat,frog. She's got a cat, rabbit, parrot, mouse.

Key: mouse

Wh-class

(78)

speech bubble

- They then look at the picture and circle the word that represents the pet that Waldo has got

Home-link.

Wh-class

*Evaluation:

Period 42

- By the end of this unit, pupils assess what I have learnt in Unit II Languages focus

Warm-up - Show the pictures on the board and take the class through the pets quickly

- Tell the class to remember the pets, and show the next picture Indicate the missing pet, and ask if anyone can remember what it was (mouse) Continue through the pictures as a whole class

activity

Individual

16 Play the game.

- Tell pupils (in L1) they have to help Beth and Harry find their way out of the maze and 'collect'

animals along the way They may

Wh-class

(79)

play individually or in pairs

- Explain (in L1) that they have to trace each character's route through the maze and say the name of any animals they find Pupils may wish to draw their route with a pencil or follow it with their finger Pupils then tick the appropriate boxes in the grid under the game and make sentences about each character, e.g She's got a rabbit It's brown. - Play the audio to give pupils an idea of the language they will need to play the game

- Pupils play the game in pairs Check the answers by asking questions, e.g Has (Beth) got a (tortoise)? Elicit answers

(Yes./No.)

Individual

Wh-class

PW

17 Listen and do.

- Pupils listen to the animal sound effects, say the name of the animal and mime it

Audio script – CD2: 34

Miaow! Woof! Woof!

Munch! Munch! Ribbet! Ribbet! Squeak!

Squeak! Munch! Munch!

Squawk! Squawk!

Let's Review.

- Pupils revise some key

vocabulary from the unit using the flashcards They should try to remember the word for each card, then click on it to see the answer

Wh-class Individual

Home-link.

Wh-class

*Evaluation:

(80)

Period 43

UNIT 6: MY HOUSE Lesson 1

I Objectives

- By the end of this unit, pupils can name some common house words II Languages focus

- Vocabulary: door, bathroom, bedroom, dining room, house, kitchen, living room, window

- Sentence patterns: This is the (kitchen) III Teaching aids

Warm-up - Have pupils look at the screen Play the song from the Welcome Unit Pupils listen and sing

- Go around the classroom and ask pupils general questions from the previous units, e.g What's your name? How old are you? Pick up a pencil and ask What's this? What colour is it? How many (hands) have you got?, etc.

Audio script – CD1:02

Wh-class

1 What do you know?

- Have pupils look at the lesson and ask, What are we learning today? Look at the lesson

objective: We're learning house words.

- Ask pupils what house words they know in English, e.g chair, desk Write them on the board - Introduce the new words using the flashcards 43-49 Show the flashcards in turn, say the words and pupils repeat Stick the

Wh-class Individual

and find.

- Play the audio, pausing after each sentence Ask pupils to find each room or item in the picture

Audio script – CD2: 35

This is my house. This is the living room This is the dining room

(81)

And the kitchen This is the bathroom This is a window. This is a door. And this is the bedroom! Shh!

Individual Wh-class

- Focus on the pictures on the page Play the audios Pupils should listen and point to the correct picture

- Play the audios again Pupils listen, point to the pictures and repeat the words

Audio script – CD 2:36

house, living room, kitchen, bedroom,

bathroom, dining room, window, door

Home-link.

Wh-class

*Evaluation:

Period 44

I Objectives

- By the end of this unit, pupils can say where somebody is II Languages focus

- Vocabulary: butter, healthy

- Sentence patterns: Where’s my (dad)?

He’s/She’s in the (bathroom). III Teaching aids

Warm-up - Tell them that you are going to act out one of the house words and the class needs to guess what it is

(82)

- Have pupils look at the lesson and say: We're saying where somebody is.

and chant.

- Play the audio

- Ask (in L1) who is talking in the audio (Beth)

- Play the audio again Pause after each line to give pupils time to repeat the words

Audio script CD 2: 37

Where's my mum? She's in the living room She's in the living room Where's my dad? He's in the kitchen He's in the kitchen Where's my brother? He's in the bathroom He's in the bathroom Where's Waldo? He's in the

bedroom He's in the bedroom.

Wh-class Individual Individual Wh-class

Individual

5 Listen and tick or cross Then say.

- Focus on the pictures at the bottom of the page Point to the first image and ask, Where's Waldo? (He's in the bathroom.) Repeat with other pictures

- Play the audio Pupils listen and write a tick or a cross in the box below each picture according to whether the answer on the audio is true or not

Answer key: 1 cross tick cross tick Audio script CD2:38 1 Where's Waldo? He's in the kitchen 2 Where's Waldo? He's in the living room. 3 Where's Waldo? He's in the bathroom. 4 Where's Waldo? He's in the bedroom.

Wh-class Individual

- Ask pupils to identify the rooms shown in each picture - They then read the sentences and match each sentence with

Answer key: 1 He's in the dining room 2 She's in the living room 3 He's in the

(83)

Join the dots Then circle and say.

one of the pictures

- Ask pupils to join the dots to reveal Waldo watching TV in the living room

- They read the sentence above the picture and circle the correct word

- Ask, Where's Waldo? (He's in the living room.)

kitchen. 4 She's in the bathroom. Answer key: He's in the living room.

Home-link.

Wh-class

*Evaluation:

……… ……… ………

Period 45

I Objectives

- By the end of this unit, pupils can ask and answer about location and follow a simple song

- Vocabulary: bed, bath, garden, oath, shed - Sentence patterns: Where’s the (mouse)?

It’s in the (garden). III Teaching aids

focus

Modes Warm-up - Tell pupils that they are going to

listen to the chant about rooms and family members Play the audio

Audio script – Track 37

(84)

Pupils point to the rooms when they hear them in the chant

- Write the lesson objective on the board: We're learning to say where things are.

- Teach the words bed, garden, shed, path and bath by pointing to the words, saying them several times while pupils repeat

- Point and ask questions about the picture What's this? (It's a hippo.) Have a short discussion (in L1) about why pupils think the hippo is standing on the chair (It's scared of a mouse which is running around the garden and house.).

- Play the audio Pupils listen and find the mouse in each picture Point to each of the hippo's thought bubble pictures and ask, Where's the

mouse? Elicit answers, e.g It's in the (bedroom) Ask further questions, e.g Is it in the bed? (Yes) What colour is the bed? (yellow, green, purple and red) Has it got a flower? (Yes.) How many flowers are in the garden? (eight).

- Play the audio again Pupils listen and point to the various thought bubbles as they are mentioned

Audio script CD2:40, 41 Where's the mouse? Where's the mouse? Is it in the garden? Or is it in the house? Look! It's in the garden,Runnin g up the path Now it's in the bathroom Oh, no! It's in the bath! Where's the mouse? Where's the mouse? Is it in the garden? Or is it in the house?

Look! It's in the garden, Hiding in the shed. Now it's in the bedroom Oh, no! It's in my bed!

Individual

7 Match Say.

- Pupils look at the jigsaw pieces at the bottom of the page Check if they can guess from each one where the mouse is Ask, Where's the mouse? (It's in the shed.)

- Pupils then match together the pairs and make a sentence about each one, e.g It's in the shed

Answer key: 1 c - bedroom 2 b - bathroom 3 a - shed

Wh-class Individual

(85)

count.

Trace Then read and draw.

their Activity Books

- Pupils read the captions in the box and find the number of mice in each position in the main picture They find the mice and write the number in the correct box

- Pupils read the captions and complete the pictures by drawing a flower to indicate a garden, a bed or a bath according to each caption - They then trace the words in each sentence

in the garden 4 in thebedroom3 in the

bathroom 2

Individual

Home-link.

Wh-class

*Evaluation:

Period 46

I Objectives

- By the end of this unit, pupils can talk about location and say the sounds /w/ and /v/.

- Vocabulary: Pets, Rooms

- Sentence patterns: Where’s the (cat)? It’s in the (kitchen). III Teaching aids

focus

listen to the song about the mouse in the house Play the audio Pupils point to the location when they hear

Audio script: track 40

(86)

it in the song

- Look at the lesson objectives: We're learning to say where things are and We're saying some English sounds.

Wh-class

8 Make and play Ask and answer.

- Pupils look at the girl's house in the photo and identify the rooms and the garden

- Explain (in L1) that the children in the photo are playing a game with cutouts

- Play the audio to give pupils an idea of the language they will need - Ask pupils to find the Unit Cutouts on page 77 of their Pupil's Book

- Ask pupils to cut out the cards - Ask pupils now to play a game in pairs Pupil A positions his/her animals/objects in various places in the house without Pupil B seeing, e.g in the garden, in the kitchen Pupil B then asks questions, Where's the (dog)? Pupil A answers, It's in the (garden) Pupil B then positions his/her dog in the garden in his/her own book

- At the end of the activity , ask pupils to compare pictures to see that all the animals/objects are in the correct places Then pupils switch roles

Audio script CD2: 42 1 Where's the cat? It's in the

kitchen. 2 Where's the dog? It's in the garden.

Wh-class Individual

Individual PW

Individual

- Show the activity on the screen - Play the audio Ask pupils which sound they can hear Play the audio again and have pupils repeat

- Show the activity on the screen - Play the audio and point to the sounds Play the audio again and ask pupils to say the words

Audio script TRACK 43 w, w, v, v w, w, w v, v, v

w, v, w, v, w, v Waldo, Waldo window, wave, wing Waldo! Victor, Victor violin, vet,

Wh-class Individual

(87)

Victor! Trace

Then listen and circle.

- Ask pupils to trace the letters v and w

- Play the audio Pupils listen and circle the pictures with the same sounds as the letters on the left

Answer key: 1 violin 2 window

Wh-class Wh-class Individual Find and

colour in green or blue.

- Ask pupils to find the objects beginning with the /v/ sound and colour them green

- They then find the objects beginning with the /w/ sound and colour them blue

Answer key: v violin, vet w window, wings

Home-link.

- When you come back home Please tell to your mother or farther or your friends about what did you say or what you did at shool Students study lesson at home

Wh-class

*Evaluation:

Period 48

I Objectives

- By the end of this unit, pupils can talk about places in the neighbourhood II Languages focus

- Vocabulary: Café, park, library, shop - Sentence patterns:

Where’s Dad? - He’s in the (library). III Teaching aids

Warm-up - Show the activity on the screen and look at the example for the first picture Model the sentence,

(88)

He's in the kitchen

- Look at the lesson objective: We're learning about places in the neighbourhood

Wh-class 12 Listen.

Then number.

- Ask pupils to look at Activity 12 in their Pupil's Book

- Play the audio again Ask pupils to number the photos in the order they hear them

Answer key: Audio script CD 2, Track 47 It's a park It's a shop It's a library It's a café

13 Find Say.

- Pupils follow the lines to lead each child to one of the places and make sentences about the photos, e.g He's in a (café).

- Ask questions to check the activity, e.g Where is he/she? Is he/she in a (cafe)? (Yes, he/she's in a café.)

Answer key: 1 She's at the park.

2 He's in a café. 3 He's at the library.

4 She's at a shop.

Wh-class Individual

Individual Read

Then listen and draw.

- Play the audio Pupils read the words on the map and draw a line from one place to another, starting at the house while listening

Answer key: house – park – shop – library – café

number Then say.

- Pupils find the girl, the cat and the boy in the pictures

- They read the sentences below each picture and decide which picture each sentence describes They number the sentences accordingly

Answer key: He's in the library

She's in the café 1

It's in the park 2

Home-link.

Wh-class

*Evaluation:

(89)

Period 49

I Objectives

Warm-up - Show the first picture on the screen Read through the statement and ask: Yes or No? Elicit answers from different students in open class or ask for a show of hands Repeat with the next screens - Write the lesson objective on the board: We're thinking about our learning adventure

Answer key: No Yes No No

Individual

Wh-class 14 Trace

and stick Say.

- Ask pupils to trace the house words on the page

- Ask pupils to turn to the stickers of the rooms and objects at the back of their books

- Pupils stick the stickers in place, next to the corresponding words - In pairs, ask pupils to say the room words One partner says a room word and the other points at the correct picture

Wh-class

PW Wh-class

Individual

(90)

and match Then say.

- Point to the pictures Pupils name the animals

- Play the audio Ask pupils to listen and point to the animals and the rooms

- Then play the audio again Pupils draw matching lines from each animal to a part of the house - Then pupils practise saying sentences about the animals, e.g Where's the (frog)? It's in the (living room).

1 c, d, b, a Audio script: 1 Where's the frog? It's in the living room. 2 Where's the mouse? It's in the kitchen. 3 Where's the cat? It's in the bedroom. 4 Where's the parrot? It's in the garden.

Individual Wh-class Wh-class

Complete the word.

- Ask pupils to look at the screen Do the first question together as a class Pupils look at the picture and word Then pupils work out the missing letter to complete the word (kitchen)

- Put pupils into pairs and click through the questions Review the questions as a class, and ask for volunteers to come to complete the word

Answer key: 1 kitchen 2 park 3 bathroom 4 living room

Wh-class Wh-class

PW

Wh-class Read and

write.

Read and circle.

- Ask pupils to look at Activity12 in their Activity Books

- Pupils read the words in the word bank

- They then identify where the characters are in each picture and complete each sentence with a word from the word bank

- Pupils read the words in the speech bubble

- They then look at the picture and circle the word which describes where the character is

Answer key: 1 kitchen 2 bedroom 3 bathroom living room

Answer key: garden

(91)

*Evaluation:

Period 50

I Objectives

- Vocabulary: review - Sentence patterns: review III Teaching aids

Warm-up - Show the activity on the screen and take the class through the rooms quickly Tell the class to remember the rooms, and show the next screen Indicate the missing item, and ask if anyone can remember what it was (living room) Continue through the screens as a whole class activity

Individual

16 Listen. Then find. Say.

- Explain (in L1) that the picture represents Beth and Harry's local neighbourhood Point to and ask pupils to identify the buildings and rooms

- Point out the characters at the bottom of the page and ask pupils to name them (from left to right: Dad, Mum, Aunt Fifi, Harry,

Answer key: Dad – garden Mum – living room

Aunt Fifi – shop Harry – park Beth – library Waldo –kitchen. Audio script: CD2:50

Wh-class

(92)

Beth, Waldo)

- Explain that the members of the family are hiding in the scene and that the pupils are going to race against a partner to find the characters

- Play the audio to give pupils an idea of the language they will use to play the game

- Divide pupils into pairs Ask pupils to close their books but keep a finger in at the right page Say, Where's Dad? Go! Pupils open their books and find him as quickly as possible If they beat their partner, they get a point Ask, Where's Dad? and pupils say, He's in the garden Pupils close their books again Do the same for the other characters, in random order

GIRL: Where's Dad?

BOY: He's in the garden

Individual

Wh-class PW

Watch. - Ask pupils to look at the screen Have a pupil ask the first question, Who are they? Play the video and then ask pupils to answer the question (Waldo, Zach and Millie).

- Move on to the second question, What they see? Play the video again (a rabbit, a frog, a cat, two big dogs).

- Move on to the third and final question, Where is Millie? Elicit the answer (in the water)

- Play the video a final time and ask pupils to raise their hands when they see a turtle on the screen

Answer key: 1 They are Waldo, Zach and Millie 2 They see a rabbit, a frog, a cat and two big dogs.

3 Millie's in the water.

Audio script: Zach: Come on Waldo! Look, a rabbit! Hello rabbit! Look, a frog! Hello frog! It's a cat Hello cat!

Millie: Hello Zach!

Zach: Hello Millie!

Millie: Look, I've got two dogs.

Wh-class

(93)

Zach: Wow! I like dogs.

Millie: And I like dogs I like big dogs Look, a small cat Hello cat! Zach, help! Help!

Zach: Millie? Millie, where are you?

Millie: I'm in the water.

Ask and answer.

- Show the activity on the screen and look at the example for the first picture Nominate two pupils to ask and answer, Where's the mouse? It's in the bedroom - Split the class in two and have pupils ask and answer questions about the pictures

- Once you've clicked through all the pictures, go back to the start and review with the class

Wh-class

PW

Individual

Home-link.

Wh-class

*Evaluation:

Period 51

I Objectives

- By the end of this unit, pupils can say some common food words II Languages focus

- Vocabulary: bread, cake, cheese, fish, fruit, milk, salad, yogurt - Sentence patterns: Welcome to the market

(94)

Warm-up - Play the song from the

Welcome Unit Pupils listen and sing

- Have pupils look at the lesson and say We're learning food words.

AUDIO SCRIPT – CD 1:02

Wh-class

1 and Listen and circle.

- Introduce the new words using the flashcards Show the

flashcard in turn, say the words and pupils repeat Stick the flashcards on the board as you say each word

- Play the audio again Pupils listen and point to each item in the main illustration as it is mentioned

- Pupils listen again and circle each item

- Ask pupils what food each character talks about Say, Fruit and salad? (Harry) Milk and cheese? (Cody) Bread and cake? (Beth).

Audio script CD3:01

Woman: Hello Welcome to the market!

Harry: Hello! Mmm fruit and salad Cody: Mmm milk and cheese And yoghurt! Beth:

Mmm bread and cake and Oh, no! Waldo!

Waldo: Mmm I like fish.

Wh-class

Wh-class Individual

Individual

Wh-class

- Play the audio Pupils listen and point to the food items

- Play the audio again Pupils listen, point to the food items and repeat the words

Audio script – CD3:02

fruit, salad, cake, bread, yoghurt, fish, milk, cheese

Wh-class Individual Individual Draw

Then trace.

- Pupils trace the dotted lines to find out what each food item is - They then trace the words and read them

(95)

Home-link.

Wh-class

*Evaluation:

Period 52

I Objectives

- By the end of this unit, pupils can talk about food I like II Languages focus

1 Vocabulary: food Sentenpartten: - Do you like (salad)? - Can I have some, please? III Teaching aids

focus

Modes Warm-up - Show the pictures on the board and

make an example for the first

picture Model the sentence, I've got bread

- Look at the lesson objective:

We're talking about food we like.

Individual

and find.

- Play the audio Pupils listen and point to the food items in the picture - Play the chant and ask pupils to chant along

Audio script CD3:03

I like fruit and yoghurt I like salad and cheese.I like bread and milk and cake. Can I have some, please? I like fruit and

Wh-class Wh-class

(96)

yoghurt I like salad and cheese I like bread and milk and cake. Can I have some, please? 5 Listen

and match Say.

- Focus on the pictures at the bottom of the page Play the audio Pupils point to the food items which they hear mentioned in the audio

- Play the audio again Pupils draw lines to the foods which Waldo and Cody like

- Play the audio again and ask the class to say the food words

Answer key: Cody: bread, cheese, yoghurt, fruit Waldo: milk, fish

Wh-class Individual

Wh-class Wh-class 4 Listen

and sing.

- Ask pupils (in L1) to remember the Quest items from the Welcome Unit, which the characters have to find Ask them to guess which item could be found here

- Play the Quest song Pupils listen for the quest item

- Pupils then look at the main scene to find the Quest item (the apple) - Ask pupils to turn to the stickers at the back of their books They find the sticker of the apple and stick it into the correct place on page 52, over the grey apple on the left - Play the audio again and pupils sing the Quest song

Audio script CD3:05

Come with us, come on a quest Come on a quest today! Come with us, come on a quest Look for an apple today. A balloon, a cake, a tablet, a photo, a teddy, a bird, a door and an apple! Look for an apple today.

Wh-class

Individual Individual Wh-class

Wh-class

Home-link.

Wh-class

*Evaluation:

(97)

Period 53

I Objectives

- By the end of this unit, pupils can talk about likes and dislikes and follow a simple song

II Languages focus - Vocabulary: honey, jelly

- Sentence patterns: I don’t like (cheese) I like (honey)

Do you like (jelly)? III Teaching aids

focus

listen to the chant about food

- Play the audio Pupils point to the food when they hear the food in the chant

- Look at the lesson objective: We're talking about things we like and things we don't like

Wh-class Wh-class Wh-class 6 Listen

and find.

- Ask pupils which food they can see in the picture Ask, Where's the bear? (It's in the garden/park.) - Play the audio Pupils listen and put their hands up when they hear a food word

Audio script CD3:06, 07 I like jelly. It's nice and sweet! I like fruit It's good to eat! I like yoghurt, But I don't like cheese I like honey, But I don't like bees! Yes, I like honey, But I don't like bees Yes, I like honey, But I don't like

(98)

bees (x2) 7 Draw

and say.

- Play the Activity audio again, pausing after each line Pupils draw a happy face or a sad face to record what the bear likes and doesn't like - Pupils then the same for

themselves

- Pupils tell each other which of the foods they like or don't like in pairs, e.g I like (honey) I don't like (jelly).

Wh-class Individual

Individual Individual Circle the

odd one out Then listen and check.

- Pupils circle the odd picture out in each row and make a sentence about each picture, e.g I like honey / I don't like honey.

- Play the audio for pupils to check their answers

- Ask pupils, Do you like honey? Pupils put up their hands if they like honey Do the same with jelly

Answer key: 1 the second picture 2 the third picture

Wh-class Individual

number.

- Pupils read the sentences and number each bear in the picture accordingly

Answer key: 3, 4, 2, 1 Audio script CD3:08 1 I like jelly. I don't like jelly I likejelly. Yuk! I don't like jelly. 2 I don't like honey I don't like honey I like honey Yum! I like honey.

Home-link.

(99)

*Evaluation:

Period 54

I Objectives

- By the end of this unit, pupils can talk about likes and dislikes and say the sounds /j/

- Vocabulary: juice, jellyfish, yak

- Sentence patterns: I like/don’t like (milk) III Teaching aids

Warm-up - Tell pupils that they are going to listen to the song about food - Play the audio Pupils point to the food when they hear the food in the song

Audio script CD3:06,07

Wh-class Wh-class 8 Play. - Ask pupils to look at Activity

- Pupils name the animals to the left in the activity and the food items to the right

- Play the audio and pupils guess which animal is being described after each pause

- Pupils play the game in pairs One pupil points to the food photos and says, e.g I like (cheese) I don't like (fruit) His/Her partner says which animals he/she is talking about (the mouse) and points to the relevant photo

Audio script – CD3:09

Mouse: I like cheese I like bread I don't like fish I'm small.

I'm brown Who am I? Yes, I'm a mouse.

Cat: I like milk I like fish I don't like bread I'm small I'm black and white Who am I? Yes, I'm a cat.

Tortoise: I like salad and fruit I don't like fish.

(100)

I'm big I'm brown Who am I?Yes, I'm a tortoise Bird: I like bread I don't like cheese I'm small.

I'm yellow Who am I? Yes, I'm a bird.

- Remind pupils of the words jelly and yellow Ask pupils which sound they hear in both words Say/j/ sound and ask pupils to repeat after you

- Do the same for the /y/ sound - Play the audio Ask pupils which sound they can hear Play the audio again and have pupils repeat

Audio script CD3:10 j j y y j, j, j y, y, y j, y, j, y, j, y j

Jonny Jellyfish juice

jelly y

Yasmin Yak yoghurt yellow Jonny Jellyfish, Jonny Jellyfish juice, jelly Jonny Jellyfish!

Yasmin Yak, Yasmin Yak yoghurt, yellow Yasmin Yak!

Wh-class

Wh-class Wh-class

Trace Then listen and play bingo.

- Pupils name all the items in the grid Encourage them to think about the y and j sounds at the beginning of each word Pupils trace each letter

- Play the first two sentences of the audio Pupils listen and repeat, then trace the words jelly and yoghurt in the speech bubbles. - Pupils cover up one square on their grid with a coin or a small piece of paper Play the rest of the

Audio script CD3:11 I like jelly. I like yoghurt j juice

y yak

j jellyfish y yoghurt j jelly j jump

Wh-class Wh-class

Wh-class

(101)

audio and pupils tick off the pictures as they hear them The first pupil to tick their five uncovered squares is the winner

Individual

- Pupils trace the words on each domino and read the word

- They then colour the picture that matches the word

Home-link.

- When you come back home Please tell to your mother or farther or your friends about what did you say or what you did at shool Student study lesson at home

Wh-class

*Evaluation:

Period 56

I Objectives

- By the end of this unit, pupils can talk about healthy food II Languages focus

- Vocabulary: bad, good, chocolate

- Sentence patterns: Is it (good) for me? Do you like the (salad)? III Teaching aids

S’ book, recording, computer, stereo, (projector), poster, picture cards IV Procedures

Warm-up - Have pupils look at the lesson and ask, What are we learning today? Look at the lesson

objective: We're learning about healthy food.

- Ask pupils what English words they know for food, e.g cheese, bread Write them on the board.

(102)

12 Listen and

number.

- Play the audio Pupils listen and point to the photos of the children - Play the audio again Ask pupils to number the photos in the order they hear them

- Play the audio, pausing it after each line for pupils to repeat

Key: 3, 1, 2 Audio script CD3:13

1 Mmm! I like salad It's good for me.

2 Mmm! I like cake But it's bad for me 3 Mmm! I like chocolate But it's bad for me.

Wh-class Individual

13 Tick the healthy foods Say.

- Pupils name the food items in the photos Ask, Do you like

(chocolate)? Then ask (in L1) whether the food is healthy or unhealthy Repeat with other photos

- Pupils tick the foods they think are healthy Then ask them to work with a partner, point to each photo and say whether they like it and whether it's good for them,

e.g I like / don't like (salad) It's good/bad for me Pupils can make a happy or a sad face as they say the words

- Compare answers with the whole class, pointing to each picture and asking, Is (salad) good for me? (Yes/No.)

Answer key: 1 salad cheese 4 fish yoghurt 7 honey fruit

Wh-class Individual

Individual PW Individual

PW

Find and trace.

- Pupils identify the pictures and follow the lines to the words - Pupils then trace the words and read them

Answer key: 1 salad 2 chocolate 3 cake

Wh-class Wh-class Individual Read and

tick Then draw.

- Explain (in L1) that pupils need to decide which foods are good for them Pupils read the words, then write a tick next to the healthy

(103)

foods

- They then draw the healthy food on the plate Encourage pupils to make sentences, e.g Salad is good for me.

Individual

Home-link.

Wh-class

*Evaluation:

Period 57

I Objectives

- By the end of this unit, pupils can assess what I learnt in Unit II Languages focus

- Vocabulary: Food - Sentence patterns:

I like/ don’t like (bread) III Teaching aids

Warm-up - Have pupils line up at the board to see the picture of food Have the first pupil choose a food and make a sentence The next pupil in line has to repeat this sentence and then add their own Continue until all pupils have had a chance to say a sentence

Individual

14 Listen and draw Then trace.

- Play the audio Ask pupils to listen and point to the pictures - Draw a happy and sad face on the board and elicit I like (bread) and I don't like (fruit) sentences - Play the audio again, pausing it after each sentence to give pupils

Answer key: 1 happy, sad 3 happy, happy 5 sad, sad 7 happy, sad Audio script – CD3:14

1 I like bread.

Wh-class

(104)

time to draw a happy or a sad face depending on whether the food is liked or disliked

- Ask pupils to trace the food words on the page

2 I don't like fruit.

3 I like fish. 4 I like salad. 5 I don't like cake.

6 I don't like yoghurt. 7 I like milk. 8 I don't like cheese.

Individual Individual Individual

15 Draw Say.

- Focus on the plates in Activity 15 Pupils draw food they like and dislike on the plates

- In pairs, pupils make sentences about the food they have drawn, e.g I like (fish), I don't like (cake).

Wh-class Wh-class

PW Individual Find

Then read and write.

- Pupils look at the pictures in the activity and find the matching words in the word bank

- They then write the words in the correct order, from to 6, in the appropriate lists

- Ask pupils, Do you like (bread)? (Yes./No.)

Answer key: I like: bread 2 milk yoghurt I don't like: 4 jelly honey 6 cake

Wh-class Individual Individual Individual Read and

tick.

- Pupils read the sentences in Waldo's thought bubble

- They then look at the picture and they tick the sentence that is true

Answer key: I like cheese.

Home-link.

Wh-class

(105)

Period 58

I Objectives

- By the end of this unit, pupils can assess what I learnt in Unit II Languages focus

Warm-up - Take the class through pictures of the food quickly

- Tell the class to remember the food, and show the next picture Indicate the missing item, and ask if anyone can remember what it was (fish) Continue through the screens as a whole class activity

Wh-class Individual

15 Play the game.

- Ask questions about the food in the picture, e.g What's this? Do you like (ice cream)?

- Pupils work in pairs They start with Beth and follow her path through the maze, saying, I don't like (cheese) I don't like (fish)., etc as they go, depending on whether there's a happy or sad face next to the food item

- They repeat, following Harry's path through the maze

- They then complete the chart at

Answer key: Harry: bread (sad), chocolate (happy), salad (happy), fruit (happy)

Beth: cake (happy), fish (sad), cheese (sad), yoghurt (happy)

Wh-class

Individual PW

(106)

the bottom of the page, drawing a happy/sad face under each food item accordingly and saying a sentence each time, e.g I like (ice cream).

- Check the activity by saying, (He) likes (jelly) Pupils say Yes or No.

- Pupils then play a game in pairs One pupil says, e.g I like (chocolate) Their partner

guesses whether they are Beth or Harry

Individual

Wh-class PW

What I Know

- Tell pupils that for homework, they will check and review what they learnt in the Unit

- What I Know: Pupils look at each picture and if they can remember the word for it, they can drag it into the I know box If not, they should drag it into the I don't know box

- Let's Review: Pupils revise some key vocabulary from the unit using the flashcards They should try to remember the word for each card, then click on it to see the answer

Wh-class

Home-link.

Wh-class

*Evaluation:

Period 59

(107)

I Objectives

- By the end of this unit, pupils can say some common feelings words II Languages focus

- Vocabulary: Happy, hungry, sad, scared, thirsty, tired - Sentences pattern: I’m (happy)

focus

Modes Warm-up - Show the flashcards and make an

example for the first flashcard Nominate a pupil to say, Happy! - Put pupils into groups Point to a picture and then to a group and ask them to say the word Show through all the flashcards

Wh-class Individual

1

Presentatio n

- Introduce the new words using the flashcards Show the image and say the words for pupils to repeat Ask individual pupils to say the words

New words: happy sad hungry thirsty tired

scared

Wh-class Individual 2 Listen. - Ask pupils to look at Activity in

their Pupil's Books

- Ask, Who's tired? Who's hungry? Who's happy?

Audio script CD3:15

Cody: Wow! I love funfairs I'm happy! Harry: Oh, no! I don't like funfairs I'm scared. Beth: I'm thirsty Mmm, I like juice. Aunt Fifi: I'm tired!

Waldo: Mmm! Look at the ice cream! I'm hungry!

- Focus on the small pictures at the bottom of the page Ask questions, e.g Is (she) (hungry)?

Audio script CD3:16 1 hungry 2 tired 3 thirsty

(108)

- Play the audio Pupils listen and point to the small pictures

- Play the audio again Pupils listen, point to the small pictures and repeat the words

4 scared 5 happy

Individual Look and

trace.

- Pupils trace the word under each character and read them

Wh-class

*Evaluation:

Period 60

UNIT 8: I AM HAPPY Lesson 2

I Objectives

- By the end of this unit, pupils can talk about feelings II Languages focus

- Vocabulary: feelings

- Sentence patterns: Are you (happy)? - I’m (happy)

Is he/ she (happy)? - He’s/ she’s (happy) III Teaching aids

focus

Modes Warm-up - Have pupils look at you Tell them

that you are going to act out one of the feelings, and the class needs to guess what it is Act as yawning and elicit, Tired!, from pupils

Individual

- Play the audio Pupils listen and point to the characters in the main scene

Audio script CD3:17 He's hungry Waldo.

She's thirsty

(109)

- Ask pupils to look at the board Write and read the sentences, Hungry He's hungry Read again and ask pupils to say along with you

Beth.

She's tired Aunt Fifi He's scared Harry. He's happy! Cody.

Wh-class Wh-class

5 Listen and match Say.

- Focus on the pictures at the bottom of the page Ask pupils to identify each character Then point to the pictures in the thought bubbles and ask, e.g What's this? Use L1 if necessary

- Play the audio Pupils listen and point to the characters being described

- Play the audio again and ask pupils to match the characters with the objects

- Play the audio again and ask the class to say the adjectives

Answer key: 1 b, a, c, 4 e, d

Audio script – CD3:18

1.(sound of someone unwrapping a gift, gasping and screaming Wow!) She's happy.

2.(sound of a stomach rumbling) He's hungry. 3.(sound of someone yawning) He's tired.

4.(sound of a loud bang, as if fireworks) He's scared. 5.(sound of someone gulping a drink) She's thirsty.

Wh-class Individual

Listen and tick or cross.

- Play the audio Pupils listen to the audio to see if what they hear is correct or not and write a tick or a cross in each box

Answer key: 1 tick cross 3 cross tick

Wh-class Wh-class Find

Then read and circle.

- Pupils follow each character's path to find the picture as a clue to how

Answer key: 1 tired,2thirsty 3 happy

4 scared

(110)

the character is feeling

- They then read the sentences and circle the correct word that describes each character

5hungry

Audio script – CD3:20

1.He's scared. 2.She's thirsty. 3.He's hungry. 4.He's tired.

Individual

Home-link.

Wh-class

*Evaluation:

Period 61

I Objectives

- By the end of this unit, pupils can say more feelings words and follow a simple song

- Vocabulary: actions, feelings, food, numbers - Sentence patterns: I’m (happy)

Warm-up - Tell pupils that they are going to listen to the chant about feelings Play the audio Pupils point to the feelings when they hear the

feelings in the chant Play once more and have pupils chant along

Wh-class

- Ask questions about the picture, e.g What food can you see? Which animals? Is he (happy)? Do you like (jelly)? What colour is it? How many boys/girls? Ask

Audio script CD3:21, 22 5, 4, 3, 2, 1 I'm happy I'm happy Let's have fun! Clap your hands Stamp

(111)

pupils to point to various members of the family Say, Point to Dad Ask, What's he got? Elicit the food that each family member has got

- Play the audio Pupils join in with the actions if they can - Say various actions, e.g Clap your hands!, and ask pupils to point to the children in the picture who are doing them Do the same for hungry, thirsty, tired

your feet Click your fingers Drink and eat. 5, 4, 3, 2, 1 I'm happy I'm happy Let's have fun! Wiggle your toes Jump up and down Jump, jump, jump Now turn around 5, 4, 3, 2, Now, I'm tired I'm tired Good night!

Individual

Wh-class Individual

7 Match Say.

-Pupils name the family members - They find them in the main picture and match them with the food/drink they are eating/ drinking

- They name the food each time

Answer key: 1 d (chocolate) 2 b (juice) 3 a (cheese) 4 c (jelly)

Individual Match. - Ask pupils to look at Activity

in their Activity Books

- Pupils identify the actions the children are doing and say the words

- They then match each child with the silhouette that shows the same action

Answer key: 1 jump turn around stamp 4 clap

Wh-class Individual

Individual Read

Then circle in green or blue.

- Pupils read the words on the page and circle the things you drink in green and the things you eat in blue

Answer key: green = milk, juice

blue = bread, jelly, cheese, salad, chocolate, fruit, honey

Wh-class Individual

Home-link.

Wh-class

*Evaluation:

(112)

Date of preparing: …/7/2020 Date of teaching: 1A, 1B, 1C; …/7/2020

Period 62

I Objectives

- By the end of this unit, pupils can talk about feelings and say the sounds sh and ch.

- Vocabulary: cheetah, shadow, shark, shell - Sentence patterns: Review

Warm-up - Have pupils play game Mime and guess Tell them that you are going to mime one of the feelings and the class needs to guess what it is Act as if you are happy and elicit, Happy!, from pupils Once pupils get the idea of the game, read through the example together Put pupils in pairs and ask them to mime and guess

Wh-class

8 Listen and number.

- Ask (in L1) what the children are doing in the photos (playing a game finding matching pairs – Pelmanism)

- Pupils look at the two photos and identify the upturned cards (She's hungry She's happy He's scared.). - Play the audio to give pupils an idea of the language they will need to play the game

- Ask them to listen to the audio and numberthe photos accordingly

Answer key: 2, 1

1 My turn! He's scared.

She's happy Your turn! 2 She's hungry. She's hungry Yes, it's a pair!

Wh-class Individual

Individual

Wh-class

Individual 9 Listen

and say.

- Remind pupils of the words shadow and cheese Ask pupils

(113)

which sound they hear in both words Say/sh/ sound and ask pupils to repeat after you

- Do the same for the /ch/ sound - Play the audio Ask pupils which sound they can hear Play the audio again and have pupils repeat

- Play the audio and point to the sounds Play the audio again and ask pupils to say the words - Play the audio Pause after the first three lines Ask pupils which sounds they can hear Play the first three lines again and pupils repeat - Introduce the two mascots by pointing and saying, This is Sharon Shark This is Charlie Cheetah.

- Point to Charlie's chair and Sharon's shadow and say the words

- Play the audio from the beginning to the end

sh, sh, ch, ch sh, sh, sh ch, ch, ch sh,ch,sh,ch,sh,c h

sh

Sharon Shark shadow

shell ch

Charlie Cheetah chair

chocolate cheese

Sharon Shark, Sharon Shark, shadow, shell Sharon Shark! Charlie

Cheetah, Charlie

Cheetah, chair, chocolate, cheese Charlie Cheetah!

- Pupils trace the letters sh and ch - They then colour all the items next to each mascot or in their bags blue if the items begin with sh or green if they begin with ch

Answer key: blue = shark, shell

green = chocolate, cheese, chair, cheetah, chick

Circle the odd one out Then listen and check.

- Pupils read the words below each image and circle the one that starts with a different sound

- Play the audio so pupils can check their answers

Answer key: 1 shadow 2 cheese Audio script CD3:25

1 ch, chocolate, shadow, chair, Shadow!

2 sh, cheese, shell, shark, Cheese!

(114)

*Evaluation:

Period 64

I Objectives

- By the end of this unit, pupils can use the words and phrases related to the topic Comparing places And ask and answer questions to compare places (adjectives with three syllables), using Which one is more , or ? I think

- Vocabulary: beautiful/more beautiful, expensive/more expensive, exciting /more exciting

Which one is more , or ? I think III Teaching aids

Warm-up - Spend a few minutes revising the previous lesson by calling two groups of five to the front of the class to sing Which one is ?

GW

1 Look, listen and repeat.

- Tell the class that they are going to listen to a story

- Have them look at the pictures and ask them these questions: Who are they? Where are they? What are they doing?

Check their comprehension - Play the recording all the way through for them to listen and follow in their books

- Play it again for them to choral repetition, pointing to the characters speaking

Wh-class Individual

(115)

- Invite a few pairs to act out PW 2 Point

and say.

- Tell the class that they are going to practise asking and answering questions to compare two

cities/provinces, using Which one is more , or ? I think - Get them to read the language note in the book about forming the comparative forms of longer adjectives and check their

comprehension Then have them look at the pictures and teach the adjectives and their comparative forms: beautiful/more beautiful, expensive/more expensive, exciting/more exciting. - Get pupils to practise the

questions Which one is more , or ? and then practise the

answers I think , using the prompts Finally, point to the pictures and ask the questions for them to answer

- Have the class practise asking and answering in pairs Monitor the activity and offer help, if necessary

- Invite a few pairs to act out the exchanges in front of the class

New words: beautiful/more beautiful,

expensive/more expensive, exciting/more exciting. Structure: Which one is more , or ? I think

Ex:

Which one is more beautiful, Ha Long City or Nha Trang? I think Nha Trang is.

Wh-class

Individual

Wh-class

Wh-class Individual

PW Wh-class

PW 3 Let’s

talk

- Tell the class that they are going to practise further by asking and answering questions to compare two cities/provinces

- Have them work in pairs: one asks the question Which one is (more) , or ? and the other answers I think

- Select some pairs to role-play the dialogues in front of the class Give feedback and correct their pronunciation, if necessary

Wh-class

PW

PW Wh-class

Home-link.

- When you come back home Please tell to your mother or farther or your friends about what did you say or what you did at

(116)

shool *Evaluation:

……… ……… ……… Date of preparing: 06/5/2020 Date of teaching: 5A; 08/ 5/2020, 5B; 9/5/2020

Period 132

UNIT 20: WHICH ONE IS MORE EXCITING, LIFE IN THE CITY OR LIFE IN THE COUTRYSIDE?

Lesson 2: Part 4,5,6. I Objectives

- By the end of this unit, pupils can use the words and phrases related to the topic Comparing places Listen to and understand the texts which compare places And read and complete the text about compare places

II Languages focus - Vocabulary: Review

- Sentence patterns: Review III Teaching aids

Warm-up - Spend a few minutes revising the previous lesson by asking some pairs to act out the story in Activity

PW

4 Listen and circle a, b or c.

- Tell the class that they are going to listen and circle a, b or c to complete the sentences

- Play the recording all the way through for pupils to listen - Play it again for them to the task

- Get them to swap and compare their answers before checking as a class Play the recording again to confirm the answers

2 Tony: Do your grandparents live in Ha Noi?

Phong: No, they don’t. Tony: Where they live?

Key :

1 c a b c Audio script 1 Linda:Where do your

grandparents live, Nam?

Nam: They live in Da Lat.

Linda: What’s it like?

Nam: It’s nice and peaceful.

Linda: Which one is more peaceful, Da Lat orLondon? Nam: I think Da

Wh-class

(117)

Phong:They live in Ha LongCity. Tony: Which one is more

beautiful, Ha Long City or Sydney?

Phong: I think Ha Long City is. 4 Tony: Do your grandparents live in Da Lat, Mai?

Mai: Yes, they do.

Tony: Which one is more exciting, Da Lat orLondon? Mai: I think London is.

Lat is.

3 Akiko:Where do your grandparents live, Quan?

Quan: They live in Da Lat.

Akiko: Oh, it’s very far from here.

Quan: Yes, it is. Akiko: Which one is more exciting, New York City or Da Lat?

Quan: I think New York City is.

5 Read and complete.

- Tell the class that they are going to read and complete a dialogue

- Ask them to read the dialogue and work in pairs or groups, if necessary Check their

comprehension

- Give a time limit for them to the task independently Go around and offer help, if necessary

- Get pupils to swap and read their answers before checking as a class If there is enough time, invite some pairs to act out the dialogue

Key: 1 come 2 city 3 bigger 4 beautiful 5 than

Wh-class PW/GW Wh-class Individual

PW Wh-class

PW 6 Let’s

play.

- Tell the class that they are going to play Pass the secret! - Divide pupils into groups of six or seven Ask them to line up in rows Then whisper a sentence to the first pupil in each row (E.g I think London is more beautiful than New York City.) The first pupil then whispers the sentence to the second one The last pupil in the row says aloud the

sentence that he/she heard If he/she says the sentence

(118)

correctly, the group will score one point

- Set a time limit for the game The group with the most points wins

- To make the game more competitive, select some pupils to whisper the sentence to the first pupils They should say sentences that they have learnt from Lessons and

GW GW

Home-link.

Wh-class

*Evaluation:

……… ……… ……… Date of preparing: 07/5/2020 Date of teaching: 5A, 5B; 09/5/2020

Period 133

Lesson 3: Part 1,2,3. I Objectives

- By the end of this unit, pupils can use the words and phrases related to the topic Comparing places And say questions and answers with the correct intonation. II Languages focus

Which one is bigger, London or Hue? I think London is

focus

Modes Warm-up - Spend a few minutes revising the

previous lesson by getting two groups of pupils to play Pass the secret!.

GW

1 Listen and repeat.

- Tell the class that they are going to practise saying the questions and

Which one is bigger,

(119)

answers, focusing on the intonation - Play the recording all the way through for the class to listen - Play it again for them to choral repetition until they feel confident - Get some pairs to say the questions and answers Correct the

pronunciation, if necessary

London or Hue?

I think London is

Wh-class Individual

PW 2 Listen

and mark thesentenc e

intonation ( or ) Then say the

sentences aloud.

- Tell the class that they are going to listen and mark the intonation of the sentences

- Play the recording all the way through for them to listen Play it again for them to the task Go around offering help, if necessary - Have pupils swap and compare their answers before checking as a class Then ask the class to read the sentences aloud

Wh-class Individual

PW Wh-class Individual 3 Let’s

chant.

- Tell the class that they are going to say the chant Which one is more ? - Have them read the chant and check their comprehension - Play the recording all the way through for pupils to listen and follow in their books Play it again for them to choral repetition Then get them to practise chanting and doing actions

- Call two groups to the front of the class to say the chant and

actions:one group says the questions and the other says the answers The rest of the class claps their hands along to the rhythm

Wh-class Wh-class Wh-class

GW

Wh-class

*Evaluation:

(120)

Date of teaching: 5A, 5B; 09/5/2020 Period 134

Lesson 3: Part 4,5,6,7. I Objectives

- By the end of this unit, pupils can use the words and phrases related to the topic Comparing places Read and understand texts which compare places And write about where they live

II Languages focus - Vocabulary: Review - Sentence patterns: Review III Teaching aids

focus

Modes Warm-up - Spend a few minutes revising the

language learnt by getting the class to the front of the class to say the chant Which one is more ?

Wh-class

4 Read and answer.

- Tell the class that they are going to read the passage and answer the questions

- Get them to read the questions and underline the key words Ask pupils to work in pairs or small groups, if necessary

- Give a time limit for them to the task Go around and off er help, if necessary

- Get pupils to swap and compare their answers before checking as a class If time allows, let some of them summarize the passage (E.g Anna lives in Liverpool She often goes to King’s Lynn during her summer holidays It’s much smaller and quieter than Liverpool Things in Liverpool are more expensive than in King’s Lynn.)

Key:

1 She lives in Liverpool. 2 She often goes to King’s Lynn.

3 King’s Lynn is. 4 Liverpool is.

5 Things in Liverpool are more

expensive than in King’s Lynn.

Wh-class Individual

PW/GW Individual

PW Wh-class Individual

5 Write about where you live.

- Tell the class that they are going to write about where they live

- Have them work in pairs or groups to discuss what they are going to

Key:

Pupils’ own answers

(121)

write Tell them to focus on the places where they live and what these places are like Check their comprehension

- Give a time limit for pupils to the task independently Go around and off er help, if necessary

- Get pupils to swap and read what they have written before inviting two or three pupils to read their writing aloud

Wh-class Individual

PW Individual 6 Project. - Tell the class that they are going to

compare the place where they live with another place

- Ask them to work in groups to discuss and select a place to compare with their place Encourage them to find pictures of the two places to illustrate their ideas

- Invite two or three groups of pupils to talk to the class about the places

Wh-class GW

GW 7 Colour

the stars.

- Have the class read the statements and check their comprehension - Give them time to colour the stars and invite a few pupils to read the statements aloud

- Give further support to pupils who find it difficult to achieve certain objectives

Home-link.

Wh-class

*Evaluation:

Period 135

REVIEW 4 I Objectives

(122)

- listen and identify specific information related to the theme Me and the world around

- read and identify specific information related to the theme Me and the world around

- use simple sentences to write about themselves II Languages focus

- Vocabulary:

- Sentence patterns: Review III Teaching aids

Warm-up

- Spend a few minutes revising the previous unit by saying the chant Which one is more ?

and tick.

- Tell the class that they are going to listen and tick the correct boxes - Give them a few seconds to look at the pictures Ask them to identify the details in these pictures (1a A

sandwich 1b Two sandwiches

1c.Three sandwiches 2a A zoo 2b A pagoda 2c A museum.) Check their understanding

- Play the recording all the way through for pupils to listen Play it again for them to the task

- Get them to swap and compare their answers before checking as a class Give explanations for the answers which pupils find difficult

Key: b c Audio script 1 Mai: What would you like to eat, Quan?

Quan: I’d like to eat some

sandwiches. Mai: How many would you like? Quan:Two,pleas e I’m hungry. 2 Phong: Would you like to visit the zoo, Mai? Mai: No Not today.

Phong: Which place would you like to visit, the museum or the pagoda?

Mai: I’d like to visit the museum. Phong: OK Let’s go together.

Wh-class Individua

l

Wh-class Individua

l PW Wh-class

2 Listen and number.

- Tell the class that they are going to listen and number the pictures in the order they hear

Key:

a b c d 3 Audio script

(123)

- Give them a few seconds to look at the pictures Ask them to identify the details (a A bus

in a busy street b A post office between a supermarket and a cinema c Animals in a zoo d A symbol of hot weather.) Check understanding - Play the recording all the way through for pupils to listen Play it again for them to the task

- Get them to swap and compare their answers before checking as a class 2 Tony: Where’s Hoan Kiem Lake, Nam? Is it far from here?

Nam: Yes, it is Do you want to go there?

Tony: Yes, I How can I get there? Nam: You can take a bus from here. 4 Linda: What did you yesterday afternoon, Tom?

Tom: I went to the zoo

Linda: What you think of it? Tom: It’s more exciting than I thought.

Linda: That’s great I want to visit the zoo one day.

1 Linda: How can I get to the post office, Phong? Phong: Go straight ahead Then turn right at

the end of the street.It’s between the supermarket and the cinema. Linda: Thanks a lot, Phong. Phong: You’re welcome. 3 Akiko: What’s your favourite season, Mai?

Mai:I like summer Akiko: What’s summer like in your country? Mai: It’s often hot.

Individua l

Wh-class Individua

l PW Wh-class

3 Listen and complete .

- Tell the class that they are going to listen and complete the sentences - Give them a few seconds to read the sentences and guess the words to fill the gaps Check their understanding - Play the recording all the way through for pupils to listen Play it again for them to the task

- Get them to swap and compare their answers before checking as a class

Key:

1 cold, windy 2 rice, fish, milk Audio script 1 Tony: What’s the weather like in Ha Noi today? Phong: It’s cold and windy.

Tony: And what will the weather be like

tomorrow? Phong: Sorry I don’t know. 2 Peter: What would you like to

Wh-class Individua

l

(124)

eat, Linda? Linda: I’d like some rice and fish, please. Peter: Would you like something to drink?

Linda: Yes I’d like a glass of milk, please. 4 Read

and complete .

- Tell the class that they are going to read the passage and complete the table

- Give them a few seconds to read the questions in the table Check their understanding Then ask them to read the text in silence and the task independently

- Get them to swap and read their answers before checking as a class Announce the answers to the class Give explanations for the answers which pupils find difficult

Key:

Where they live?

What’s the place like?

Tony Sydney big/modern

/ noisy/ exciting Tony’s

grandparent s

Brookly n

small/quiet / peaceful/

Wh-class Individua

l Wh-class Individua

l PW Wh-class Wh-class

5 Write about you.

- Tell the class that they are going to write about themselves

- Ask them to read the questions and write the answers based on the

information about themselves

- Give a time limit for them to the task independently Go around

offering help, if necessary

- Get pupils to swap and read what they have written before asking a few to read their answers aloud If there is

Key:

Pupils’ own answers

Wh-class Individua

l Wh-class

(125)

enough time, call one pupil to write what he/she has written on the board

PW Wh-class

Home-link.

Wh-class

*Evaluation:

Period 136

SHORT STORY: CAT AND MOUSE 4 I Objectives

By the end of this unit, pupils can read, listen and understand a short story II Languages focus

Warm-up Draw pupils’ attention to the title and check comprehension Have them repeat it once or twice

Wh-class 1 Read and

listen to the story

- Tell the class that they are going to read and listen to the story Before pupils listen, get them to look at the pictures and ask them questions: Who are they? Where are they? What are they doing? (They are Miu, Chit and Mary Miu is at Chit’s home and Chit is talking to his cousin Mary over the Internet.)

- Play the recording all the way through for pupils to listen and follow in their books Play it again for them to listen and repeat

Wh-class Individual

(126)

2 Answer the

questions.

- Tell the class that they are going to read the story again and answer the questions

- Have the class work in pairs to discuss the answers

- Give them a time limit to the task

- Get them to swap and compare their answers before checking as a class You may write the

correct answers on the board

Key:

1 He’s talking with Mary. 2 She lives in New York. 3 No, she’s in Miami.

4 She likes the theatres,cinema s and museums. 5 She likes the beach.

Wh-class PW Individual

PW Wh-class

3

Unscramble these words from the story.

- Tell the class that they are going to unscramble the words from the conversation in

Activity

- Give them a time limit to the task Check comprehension and give feedback Give the first and last letters of the words if pupils find the task difficult - Get them to swap and compare their answers before checking as a class

Key:

1 remember 2 vacation 3 difficult 4 theatres 5 warmer

Wh-class

Individual Wh-class

PW Wh-class 4 Read and

complete.

- Tell the class that they are going to read the conversation and fill the gaps Give pupils a few seconds to read the text in silence Check comprehension - Give them a time limit to the task

- Get them to swap and compare their answers before checking as a class Then write the correct answers on the board for pupils to copy into their notebooks

Key: 1 don’t 2 town 3 more 4 than 5 like

Wh-class Individual

PW Wh-class

5 Work in pair Talk about your last holiday.

- Tell the class that they are going to have a similar conversation to the one in Activity

- Ask pupils to work in pairs to ask and answer questions about their last holiday

- Give them a time limit to the task

Wh-class

(127)

- Invite a few pairs to act out their conversations in front of the class

PW 6 Read and

match.

- Tell the class that they are going to read and match the questions with the answers Give pupils a few seconds to look at the questions and find the appropriate answers - Give them a time limit to the task independently

- Get them to swap and compare their answers before checking as a class

Key: c e a 4 b d

PW Wh-class Home-link. - When you come back home

Wh-class

*Evaluation:

Period 137+138

REVIEW I Objectives

By the end of this unit, pupils can the excercise with skills: listening, speaking, reading and writing

(128)

II Listen and circle a, b and c

0 What you in your free time? – I fishing

a went go c goes

1 What’s the matter with you? – I have a a stomache ache b headache c toothache Why shouldn’t he ride his too fast?

a bike b car c motorbike

3 Tom would like to

a grow vegetables b look after flowers c work on a farm Trung would like to be

a an engineer b an artist c an architect III Listen and complete

Hi My name is Phong In my (0) free time, I often go (1) with my friends because I like sports very much My father likes sports, too He does karate (2) a week My mother doesn’t like sports She likes shopping She often (3) shopping at weekends And my sister likes housework She often (4) our house in her free time

II READING

Task Look and write the correct words There is one example.

workers policeman Dancers

(129)

farmer teacher Architect Example: They work in a company or in a factory. workers He loves children and helps them to learn _

2 He designs houses and buildings _

3 He/She works in a field or in a farrm _

4 Their job is dancing _

5 He can keep our town or city safe _

Task Read and tick True or False There is one example (0).

My name is Lien I live in Ha Noi, the capital city of Viet Nam The city has a lot of tallbuildings and wide roads It is noisy and busy all day and night Every summer, I go to Tam Dao, a town in Vinh Phuc Province, about 86 kilometres from Ha Noi Tam Dao is smaller and quieter than Ha Noi But it has a cool weather all year round like Da Lat There are not many shops, but things are cheaper I enjoy eating fresh vegetable and chicken here These are delicious and healthy foods I like breathing fresh air here, too Life in Tam Dao is more

peaceful than in Ha Noi

True False Lien lives in the capital city of Viet Nam

1 There are many tall buildings and wide roads in the city Ha Noi is usually noisy and busy in summer

3 The weather in Tam Dao is often cooler than in Da Lat

4 Vegetable and chicken are fresh and healthy foods in Tam Dao Lien enjoys the fresh air in Tam Dao

Task Read and number the sentences in the correct order The conversation begins with 0.

A Linda: Which one is more beautiful, Gold Coast or Ha Long Bay? B Nam: It’s more beautiful than I expected.

0 C Linda: Where did you go last summer, Nam? D Nam: I think Gold Coast is.

E Linda: What you think of it?

F Nam: I visited Gold Coast in Brisbane, Australia. III WRITING

(130)

0

3

Dear Mai,

Tomorrow is Sunday It will be (0) sunny I’m happy because you’re going to visit us You can take (1) _ number 15 at South Street and get off at the third (2) _ Then walk along West Street until you see North Street Turn right and you will see the (3) _ on the left Our (4) two-storey is between the post office and the (5)

See you soon, Jack

Task Order the words There is one example. Example: be / it / dry / hot / and / will

It will be hot and dry

1 like / the / will / weather / what / be / tomorrow

_? in / the / there / North / many / are / seasons / how

_? it / I / is / winter / like / because / cold

_ autumn / like / in / what / your / is / country

_? often / is / hot / dry / in / it / season / the

_

Task Write a short passage about yourself and the place where you live There is one example (0).

You can use the guiding questions:

0 What’s your name and where you live? What is/are there in your neighbourhood? What are the people like?

3 Do you enjoy living there? Why/why not? What you often every day?

5 What are your favourite food and drinks?

(131)

1 There is/are _ It is The people are I like living here, in my village because _ Every day, I often _ My favourite food(s) is/are _ Date of preparing: 14/5/2020 Date of teaching: 5A, 5B; 17/5/2020

Period 139

TEST 4 I Objectives

By the end of this unit, pupils can the test with skills: listening, speaking, reading and writing

I LISTENING

1 Task 1: Listen and tick (0.8pt)

1 a b c 2 a b c

3 a b c 4 a b c

2 Task 2: Listen and number (0.8pt)

(132)

c d

3 Task 3: Listen and circlea a, b or c (0.8pt) Trung would like to be _ a an engineer b an artist c an architect

2 Mai would like to be _ a a nurse b a teacher c a singer

3 Tony would like to _ a drive a car b fly a plane c work in a factory Tom would like to _

a grow vegetables b look after flowers c work on a farm II READING

Task Look and write the correct words There is one example (1pt)

spring forecast autumn

foggy snowy wind

Example:

Say about what will happen in the future, using the present information. forecast

1 It’s usually warm and sunny in this season _

2 The natural movement of air _

3 This season comes after summer and before winter _ It’s very difficult to see through a thick cloud of very small drops of water in

the air _

(133)

Task Read and tick True or False There is one example (0) (1pt) Dear Mary,

Last weekend, I went to Sa Pa with my family It’s a beautiful town in the North of Viet Nam It’s smaller than my hometown, but it’s more peaceful

We visited some interesting places such as the Pagoda, Hoang Lien National Park and Sa Pa Market The weather was fine It was cooler and drier than in my place The food was cheap, but the clothes were more expensive

We stayed in Sa Pa for five days I really had a fantastic time there It was more beautiful than I expected

Bye, Mai

True False Mai visited Sa Pa last weekend

1 It’s bigger than Mai's hometown It’s noisier than Ha Noi

3 Mai visited Sa Pa Market

4 It was cooler in Sa Pa than in Mai's place Mai enjoyed the trip very much

Task Read and number the sentences in the correct order The conversation begins with (1pt)

A Lan: Tokyo? What you think of the capital of Japan? B Tom: I went to Tokyo.

C Lan: Oh, really? Which city is more expensive, Tokyo or Ha Noi? D Tom: It’s a beautiful city, but it’s more exciting than Ha Noi. E Lan: Where did you go last summer, Nick?

F Tom: I think Tokyo is But things there are better than things in Ha Noi III WRITING

Task Read and fill each gap with one word from the box Write the word next to the number There is one example (0) (1pt)

town climb mountains

train cool snows

Sa Pa is a (0) town in the North of Viet Nam People often go to Sa Pa by coach or by (1) _to Lao Cai and change to bus or car after that It is a good place for a summer holiday because it has beautiful views of (2) _, and the weather is very (3) _ In winter, it can be very cold, and sometimes it (4) Many tourists love going to Sapa in winter because they want to (5) _ the mountains

Task Order the words There is one example (1pt) Example: like / I / fish / eating

(134)

1 you / to / eat / what / like / would

_? like / two / I’d / bars / chocolate / of

_ you / how / drink / / much / day / water / every _? drink / three / I / bottles

_ day / of / I / two / bowls / eat / every / rice

_

Task Read the questions Write about a place of interest in your city (or your home town/village) There is one example (0).(0.6pt)

What is your name? Where you live?

3 What you in your free time?

Hi My name is (1)……… ……… I live (2) ……… In my free time I (3) ………

……… IV SPEAKING (2pt)

Date of preparing: 14/5/2020 Date of teaching: 5A, 5B; 17/5/2020

Period 140

TEST CORRECTION 4 I Objectives

By the end of this unit, pupils can know how to the test well with skills: listening, speaking, reading and writing

ANSWER KEY I LISTENING

1 Task 1: Listen and tick (0.8pt) Key: b a b c

Audio script

1 Assistant: What would you like to eat? Quan: I’d like a bowl of noodles, please. Assistant: What would you like to drink? Quan: A glass of milk, please.

(135)

Assistant: What about a drink?

Mai: I’d like a carton of lemonade, please. 3 Assistant: Are you ready to order? Tony: Yes, I am.

Assistant: What would you like to eat? Tony: I’d like some fish.

Assistant: Anything else?

Tony: Yes A glass of orange juice, please. 4 Assistant: What would you like to eat? Linda: I’d like a bar of chocolate, please. Assistant: What about a drink?

Linda: Can I have a glass of water, please? Assistant: Yes, of course Just a minute. Linda: All right.

2 Task 2: Listen and number (0.8pt) Key: a b c d 3

Audio script

1 Linda: How can I get to the post office, Phong?

Phong: Go straight ahead Then turn right at the end of the street It’s between the

supermarket and the cinema. Linda: Thanks a lot, Phong. Phong: You’re welcome.

2 Tony: Where’s Hoan Kiem Lake, Nam? Is it far from here? Nam: Yes, it is Do you want to go there?

Tony: Yes, I How can I get there? Nam: You can take a bus from here.

3 Akiko: What’s your favourite season, Mai? Mai: I like summer

Akiko: What’s summer like in your country? Mai: It’s often hot.

4 Linda: What did you yesterday afternoon, Tom? Tom: I went to the zoo

Linda: What you think of it?

Tom: It’s more exciting than I thought.

Linda: That’s great I want to visit the zoo one day. 3 Task 3: Listen and circle a, b or c (0.8pt) Key: c a b c

Audio script

1 Linda: What would you like to be in the future, Trung? Trung: I’d like to be an architect.

(136)

Trung: Because I would like to design buildings for my town. 2 Nam: Would you like to be a teacher, Mai?

Mai: No I’d like to be a nurse I’d like to look after patients. Nam: Working as a nurse is hard work.

Mai: Yes, I know But I think I’ll like it.

3 Linda: Would you like to be a singer or a footballer, Tony? Tony: I’d like to be a pilot.

Linda: A pilot? Why?

Tony: Because I would like to fly a plane.

4 Mai: What would you like to be in the future, Tom? Tom: Let me see Oh, I’d like to be a farmer.

Mai: Farmer? Why would you like to be a farmer? Tom: Because I’d like to work on a farm.

II READING

Task Look and write the correct words There is one example (1pt) Key: spring wind autumn foggy snowy

Task Read and tick True or False There is one example (0) (1pt) Key: False False True True True

Task Read and number the sentences in the correct order The conversation begins with (1pt)

Key: B A D C F III WRITING

Task Read and fill each gap with one word from the box Write the word next to the number There is one example (0) (1pt)

Key: train mountains cool snows climb Task Order the words There is one example (1pt) Key:

1 What would you like to eat? I’d like two bars of chocolate

3 How much water you drink every day? I drink three bottles

5 I eat two bowls of rice every day

Task Read the questions Write about a place of interest in your city (or your home town/village) There is one example (0) (0.6pt)

Student’s answers vary with correct grammar IV SPEAKING (2pt)

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